{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2010-09", "slug": "global-education-quality-annual-report-2010", "documentNumber": "ICEQC-R-2010-09", "title": "Global Education Quality Annual Report 2010: Reaching Marginalised Learners and Restoring Education Systems", "subtitle": "Integrated annual monitoring of access, learning, institutional recovery, finance and accountable improvement", "family": "RESEARCH", "reportType": "ANNUAL_WHITE_PAPER", "researchCategory": "INTEGRATED_ANNUAL_MONITORING_ACROSS_THE_FOUR_APPROVED_RESEARCH_DOMAINS", "reportArchetype": "ANNUAL_INTEGRATED_MONITORING", "geographicScope": "Global with regional differentiation", "ownerBody": "ICEQC Research and Policy Directorate", "publisher": "International Council for Education Quality Certification (ICEQC)", "publicIdentity": "ICEQC_ONLY" }, "version": { "id": "ver-iceqc-r-2010-09-en-2010-10-27", "edition": "2010", "versionLabel": "Published 2010-10-27", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2010-10-27", "evidenceCutoffDate": "2010-10-27", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "The global education position in 2010 contains real advance and an unacceptable concentration of exclusion. Participation has expanded across many countries and the international commitment to universal primary education remains a major organising force. Yet the learners still outside education, those who enter late or attend irregularly, and those who complete without secure foundational learning are increasingly concentrated among populations affected by poverty, rural isolation, mobility, disability, linguistic or minority status, gender inequality, conflict and displacement. The decisive quality question is no longer answered by a national enrolment total. It requires an account of who receives a usable, safe and recognised education, with competent teaching and a credible route forward." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2010-09", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 68000, "suggestedTechnicalAnnexWords": 14000, "suggestedTotalWords": 82000, "actualMainTextWords": 70985, "actualTechnicalAnnexWords": 0, "actualTotalWords": 70985 }, "frontMatter": { "executiveSummary": [ "The global education position in 2010 contains real advance and an unacceptable concentration of exclusion. Participation has expanded across many countries and the international commitment to universal primary education remains a major organising force. Yet the learners still outside education, those who enter late or attend irregularly, and those who complete without secure foundational learning are increasingly concentrated among populations affected by poverty, rural isolation, mobility, disability, linguistic or minority status, gender inequality, conflict and displacement. The decisive quality question is no longer answered by a national enrolment total. It requires an account of who receives a usable, safe and recognised education, with competent teaching and a credible route forward.", "The economic environment remains uncertain. The global downturn has affected employment, household income, public revenue and the predictability of external support. An education budget may be maintained in nominal terms while its purchasing power, release timetable or local effect weakens. Households can experience the crisis through transport, food, materials and pressure for children’s work before a national education account records a change. Protection of education therefore has to be defined through learner-facing functions: teachers present and paid, institutions open and safe, materials available, support reaching eligible families, and interrupted learning restored.", "The earthquake in Haiti is the year’s gravest education-system disruption in the evidence considered here. Loss of life, damaged institutions, displaced populations, destroyed records and weakened administration created needs far beyond the replacement of classrooms. Temporary learning spaces were necessary, but system restoration also requires teachers, curriculum, materials, assessment, records, protection, sanitation, safe access, public authority and a transition from exceptional arrangements. International support should be coordinated around Haitian responsibility and durable capability, with explicit treatment of recurrent cost and the conditions under which temporary arrangements end.", "Across contexts, quality remains inseparable from equity. A formally identical rule can have sharply different effects where the journey is long, instruction uses an unfamiliar language, a learner requires accommodation, a family cannot meet indirect cost, or documentation was lost during displacement. Appropriate differentiation is not a lower standard. It is the adjustment of calendar, route, language, support, teaching or assessment necessary to secure equal dignity and substantive opportunity. The national obligation is to set rights, outcomes, recognition and protection; the regional and local obligation is to make them usable and to correct failure.", "Learning evidence must occupy a stronger place in public judgement. Registration, attendance and completion are necessary measures but do not show what was taught, understood or retained. Assessment can contribute only where its coverage, language, administration and consequences are fair and where excluded learners are not absent from the denominator. A credible annual account joins intended curriculum, delivered teaching, learner work, feedback, progression and suitable assessment. It also distinguishes commitment, allocated resource, operation, participation and outcome so that evidence for one is not used to claim another.", "Teachers are the central recurrent capability of education systems. Global teacher needs, remote vacancies, weak preparation, delayed pay, high turnover and limited professional support remain major constraints. Recruitment targets alone do not establish an equitable workforce. Authorities need evidence of filled teaching time, subject and language capability, sustained presence, classroom practice and access to support in the least-served institutions. The same attention is required for school leaders, whose decisions connect staffing, time, climate, community relations and learner support.", "The annual judgement is that progress should be preserved but measured more honestly. Systems should begin with learners missing from present records and with institutions least able to maintain the minimum service. They should protect core finance, restore lost teaching, strengthen teachers where need is greatest, make transfer and recognition portable, and attach corrective authority to public reporting. Haiti requires sustained restoration; other conflict- and disaster-affected systems require the same functional discipline before disruption occurs. International cooperation should align behind coherent country plans and publish duration, conditions, delivery and transition." ], "keyFindings": [ "Aggregate progress remains compatible with severe and concentrated exclusion.", "Quality is part of the education entitlement, not a later addition to access.", "Poverty, location, gender, language, disability and displacement must be examined in combination.", "Economic pressure should be monitored through actual services and household burden, not nominal budgets alone.", "Haiti’s restoration requires the recovery of educational functions, authority and records as well as physical space.", "Temporary provision must connect to recognised curriculum, assessment and progression.", "Foundational learning, useful feedback and delivered instructional time need stronger public evidence.", "Teacher equity concerns assignment, competence, presence, conditions and sustained support.", "Multilingual and inclusive provision is a substantive quality requirement.", "Finance should follow demonstrated need and be traceable to local delivery.", "Regulation and public reporting should distinguish commitment, resource, operation, participation and outcome.", "The next annual cycle should use bounded priorities with owners, resources, evidence and remedies." ], "scopeAndMethod": [ "This annual white paper integrates policy and regional regulatory analysis, standards interpretation, indicator research and quality-improvement method. It covers early childhood, primary and secondary education, skills, literacy and lifelong learning to the extent necessary to judge education-system quality and continuity. Its geographic scope is global with regional differentiation. Regional sections describe patterns in the official evidence; they do not treat countries within a region as uniform or assign a single causal explanation to different national conditions.", "The evidence base consists of official United Nations, UNESCO, UNICEF, ILO, UNHCR and European institutional instruments, monitoring reports, statistical publications and contemporaneous humanitarian records available by 27 October 2010. Normative sources establish rights and duties. Statistical reports establish defined patterns subject to their denominators and missing data. Humanitarian documents establish dated needs, commitments and operating conditions. Policy strategies establish intended direction rather than demonstrated result. Each source is used for the proposition it can support.", "The report separates five evidentiary levels: commitment, resource, operation, participation and consequence. A law or strategy can establish commitment; an appropriation can establish authorised resource; a payroll or delivery record can contribute to evidence of operation; attendance can establish participation for its period; and learner work or suitable assessment can contribute to a conclusion about learning. None of these propositions is automatically evidence of the next. Contradictions are treated as findings requiring explanation rather than averaged away.", "Annual judgements use distribution, continuity and adverse-case tests. Distribution asks who receives the service and outcome. Continuity asks whether learning survives transition, movement, fiscal delay or disruption. The adverse-case test examines the remotest, poorest or most disrupted setting rather than inferring universal performance from the easiest site. Where a denominator, date or causal relationship is uncertain, the report states the limit and identifies the evidence required for a firmer conclusion.", "All evidence and institutional status are stated as at 27 October 2010. The report uses no later outcome, policy, target, emergency or retrospective interpretation." ] }, "parts": [ { "id": "part-iceqc-r-2010-09-i", "number": "I", "title": "Global position and annual judgement", "anchor": "part-i-global-position-and-annual-judgement", "sectionIds": [ "sec-iceqc-r-2010-09-1", "sec-iceqc-r-2010-09-2", "sec-iceqc-r-2010-09-3", "sec-iceqc-r-2010-09-4", "sec-iceqc-r-2010-09-5", "sec-iceqc-r-2010-09-6" ] }, { "id": "part-iceqc-r-2010-09-ii", "number": "II", "title": "Participation, exclusion and intersecting disadvantage", "anchor": "part-ii-participation-exclusion-and-intersecting-disadvantage", "sectionIds": [ "sec-iceqc-r-2010-09-7", "sec-iceqc-r-2010-09-8", "sec-iceqc-r-2010-09-9", "sec-iceqc-r-2010-09-10", "sec-iceqc-r-2010-09-11", "sec-iceqc-r-2010-09-12" ] }, { "id": "part-iceqc-r-2010-09-iii", "number": "III", "title": "Early childhood, primary completion and transition", "anchor": "part-iii-early-childhood-primary-completion-and-transition", "sectionIds": [ "sec-iceqc-r-2010-09-13", "sec-iceqc-r-2010-09-14", "sec-iceqc-r-2010-09-15", "sec-iceqc-r-2010-09-16", "sec-iceqc-r-2010-09-17", "sec-iceqc-r-2010-09-18" ] }, { "id": "part-iceqc-r-2010-09-iv", "number": "IV", "title": "Secondary education, skills, literacy and lifelong learning", "anchor": "part-iv-secondary-education-skills-literacy-and-lifelong-learning", "sectionIds": [ "sec-iceqc-r-2010-09-19", "sec-iceqc-r-2010-09-20", "sec-iceqc-r-2010-09-21", "sec-iceqc-r-2010-09-22", "sec-iceqc-r-2010-09-23", "sec-iceqc-r-2010-09-24" ] }, { "id": "part-iceqc-r-2010-09-v", "number": "V", "title": "Teaching, curriculum, language and assessment quality", "anchor": "part-v-teaching-curriculum-language-and-assessment-quality", "sectionIds": [ "sec-iceqc-r-2010-09-25", "sec-iceqc-r-2010-09-26", "sec-iceqc-r-2010-09-27", "sec-iceqc-r-2010-09-28", "sec-iceqc-r-2010-09-29", "sec-iceqc-r-2010-09-30" ] }, { "id": "part-iceqc-r-2010-09-vi", "number": "VI", "title": "Teachers, leadership and institutional capability", "anchor": "part-vi-teachers-leadership-and-institutional-capability", "sectionIds": [ "sec-iceqc-r-2010-09-31", "sec-iceqc-r-2010-09-32", "sec-iceqc-r-2010-09-33", "sec-iceqc-r-2010-09-34", "sec-iceqc-r-2010-09-35", "sec-iceqc-r-2010-09-36" ] }, { "id": "part-iceqc-r-2010-09-vii", "number": "VII", "title": "Finance, economic pressure and protection of core services", "anchor": "part-vii-finance-economic-pressure-and-protection-of-core-services", "sectionIds": [ "sec-iceqc-r-2010-09-37", "sec-iceqc-r-2010-09-38", "sec-iceqc-r-2010-09-39", "sec-iceqc-r-2010-09-40", "sec-iceqc-r-2010-09-41", "sec-iceqc-r-2010-09-42" ] }, { "id": "part-iceqc-r-2010-09-viii", "number": "VIII", "title": "Haiti, disruption and restoration of education systems", "anchor": "part-viii-haiti-disruption-and-restoration-of-education-systems", "sectionIds": [ "sec-iceqc-r-2010-09-43", "sec-iceqc-r-2010-09-44", "sec-iceqc-r-2010-09-45", "sec-iceqc-r-2010-09-46", "sec-iceqc-r-2010-09-47", "sec-iceqc-r-2010-09-48" ] }, { "id": "part-iceqc-r-2010-09-ix", "number": "IX", "title": "Protection, inclusion and rights of particular groups", "anchor": "part-ix-protection-inclusion-and-rights-of-particular-groups", "sectionIds": [ "sec-iceqc-r-2010-09-49", "sec-iceqc-r-2010-09-50", "sec-iceqc-r-2010-09-51", "sec-iceqc-r-2010-09-52", "sec-iceqc-r-2010-09-53", "sec-iceqc-r-2010-09-54" ] }, { "id": "part-iceqc-r-2010-09-x", "number": "X", "title": "Governance, regulation, information and accountability", "anchor": "part-x-governance-regulation-information-and-accountability", "sectionIds": [ "sec-iceqc-r-2010-09-55", "sec-iceqc-r-2010-09-56", "sec-iceqc-r-2010-09-57", "sec-iceqc-r-2010-09-58", "sec-iceqc-r-2010-09-59", "sec-iceqc-r-2010-09-60" ] }, { "id": "part-iceqc-r-2010-09-xi", "number": "XI", "title": "Regional differentiation in the 2010 evidence", "anchor": "part-xi-regional-differentiation-in-the-2010-evidence", "sectionIds": [ "sec-iceqc-r-2010-09-61", "sec-iceqc-r-2010-09-62", "sec-iceqc-r-2010-09-63", "sec-iceqc-r-2010-09-64", "sec-iceqc-r-2010-09-65", "sec-iceqc-r-2010-09-66" ] }, { "id": "part-iceqc-r-2010-09-xii", "number": "XII", "title": "Action programme and monitoring commitments", "anchor": "part-xii-action-programme-and-monitoring-commitments", "sectionIds": [ "sec-iceqc-r-2010-09-67", "sec-iceqc-r-2010-09-68", "sec-iceqc-r-2010-09-69", "sec-iceqc-r-2010-09-70", "sec-iceqc-r-2010-09-71", "sec-iceqc-r-2010-09-72" ] } ], "sections": [ { "id": "sec-iceqc-r-2010-09-1", "partId": "part-iceqc-r-2010-09-i", "parentId": null, "number": "1", "title": "The 2010 education quality position", "anchor": "1-the-2010-education-quality-position", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-1-b001", "type": "PARAGRAPH", "text": "The annual evidence on the 2010 education quality position supports a clear finding: expansion in participation remains historically important but millions of learners are still excluded or receive education of insufficient quality. This is the principal annual finding for the 2010 education quality position. The annual review of the 2010 education quality position therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on the 2010 education quality position, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on the 2010 education quality position, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-39", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-1-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that national averages make progress appear more even than it is and do not show who receives the weakest service. In the 2010 education quality position, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Within the evidence on the 2010 education quality position, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For national and regional action on the 2010 education quality position, description of a disadvantaged group is not a sufficient explanation. For this finding on the 2010 education quality position, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-39", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-1-b003", "type": "PARAGRAPH", "text": "The required response is to place distribution, learning and continuity beside enrolment in every national and international review. Within the evidence on the 2010 education quality position, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For national and regional action on the 2010 education quality position, it should distinguish immediate protection from medium-term institutional improvement. For this finding on the 2010 education quality position, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. In relation to the 2010 education quality position, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-39", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-1-b004", "type": "PARAGRAPH", "text": "Responsibility for the 2010 education quality position crosses several competent bodies but must retain one accountable owner. For national and regional action on the 2010 education quality position, the assigned body must have power to act, not merely to request action from another level. For this finding on the 2010 education quality position, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to the 2010 education quality position, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to the 2010 education quality position, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-39", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-1-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to compare entry, attendance, progression, completion and learning across the most and least advantaged groups. For this finding on the 2010 education quality position, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to the 2010 education quality position, sampling should include the least convenient location, group or period and should test a transition point. Applied to the 2010 education quality position, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of the 2010 education quality position therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-39", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-1-b006", "type": "PARAGRAPH", "text": "A favourable account of the 2010 education quality position remains incomplete until reviewers test exceptions and unequal effects. In relation to the 2010 education quality position, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Applied to the 2010 education quality position, they should also ask whether cost or risk has moved from the public authority to households. The annual review of the 2010 education quality position therefore finds that a contradiction between expenditure, reported activity and learner experience should be investigated at source. Within the evidence on the 2010 education quality position, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-39", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-1-b007", "type": "PARAGRAPH", "text": "Correction concerning the 2010 education quality position should restore practical opportunity. Applied to the 2010 education quality position, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of the 2010 education quality position therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on the 2010 education quality position, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-39", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-1-b008", "type": "PARAGRAPH", "text": "Monitoring of the 2010 education quality position in the coming interval should remain compact, timely and distribution-sensitive. The annual review of the 2010 education quality position therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on the 2010 education quality position, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on the 2010 education quality position, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-39", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-2", "partId": "part-iceqc-r-2010-09-i", "parentId": null, "number": "2", "title": "Quality as a public-system obligation", "anchor": "2-quality-as-a-public-system-obligation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-2-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on quality as a public-system obligation is that quality comprises usable access, relevant teaching, competent personnel, safe conditions, learning and recognised progression. This is the principal annual finding for quality as a public-system obligation. Within the evidence on quality as a public-system obligation, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on quality as a public-system obligation, the conclusion should be read with the source period, population and institutional scope stated. For this finding on quality as a public-system obligation, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-03", "REF-04", "REF-05", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-2-b002", "type": "PARAGRAPH", "text": "Evidence on quality as a public-system obligation must be read against the fact that policy debate often treats quality as an optional improvement after access rather than part of the education entitlement. In quality as a public-system obligation, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on quality as a public-system obligation, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on quality as a public-system obligation, description of a disadvantaged group is not a sufficient explanation. In relation to quality as a public-system obligation, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-03", "REF-04", "REF-05", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-2-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should trace a sample of learners from entitlement through teaching, support, assessment and next-step recognition. For national and regional action on quality as a public-system obligation, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on quality as a public-system obligation, sampling should include the least convenient location, group or period and should test a transition point. In relation to quality as a public-system obligation, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to quality as a public-system obligation, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-03", "REF-04", "REF-05", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-2-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for quality as a public-system obligation follows from availability, accessibility, acceptability and adaptability. For this finding on quality as a public-system obligation, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to quality as a public-system obligation, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to quality as a public-system obligation, delegation to another provider does not remove public responsibility. The annual review of quality as a public-system obligation therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-03", "REF-04", "REF-05", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-2-b005", "type": "PARAGRAPH", "text": "Delivery of quality as a public-system obligation depends on joined authority from national rule to the institution serving learners. In relation to quality as a public-system obligation, the assigned body must have power to act, not merely to request action from another level. Applied to quality as a public-system obligation, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of quality as a public-system obligation therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on quality as a public-system obligation, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-03", "REF-04", "REF-05", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-2-b006", "type": "PARAGRAPH", "text": "The principal counter-test for quality as a public-system obligation is whether a favourable total can coexist with a serious adverse distribution. Applied to quality as a public-system obligation, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of quality as a public-system obligation therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on quality as a public-system obligation, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on quality as a public-system obligation, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-03", "REF-04", "REF-05", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-2-b007", "type": "PARAGRAPH", "text": "Remedy in quality as a public-system obligation must address the educational loss, not only the administrative error. The annual review of quality as a public-system obligation therefore finds that depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Within the evidence on quality as a public-system obligation, the decision record should name the affected scope, owner, due condition and appeal. For national and regional action on quality as a public-system obligation, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-03", "REF-04", "REF-05", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-2-b008", "type": "PARAGRAPH", "text": "The next public account of quality as a public-system obligation needs a balanced set of participation, service, consequence and adverse-case evidence. Within the evidence on quality as a public-system obligation, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on quality as a public-system obligation, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on quality as a public-system obligation, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-03", "REF-04", "REF-05", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2010-09-3", "partId": "part-iceqc-r-2010-09-i", "parentId": null, "number": "3", "title": "Four-domain integrated monitoring", "anchor": "3-four-domain-integrated-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-3-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that policy and regulation, standards interpretation, indicators and improvement methods describe connected aspects of one public problem. This is the principal annual finding for four-domain integrated monitoring. For national and regional action on four-domain integrated monitoring, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on four-domain integrated monitoring, the conclusion should be read with the source period, population and institutional scope stated. In relation to four-domain integrated monitoring, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-3-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give four-domain integrated monitoring a definite regulatory meaning. For national and regional action on four-domain integrated monitoring, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For this finding on four-domain integrated monitoring, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. In relation to four-domain integrated monitoring, delegation to another provider does not remove public responsibility. Applied to four-domain integrated monitoring, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-3-b003", "type": "PARAGRAPH", "text": "The principal pressure is that separate reports can permit a legal commitment, statistical return, operating practice and improvement action to contradict one another. In four-domain integrated monitoring, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to four-domain integrated monitoring, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to four-domain integrated monitoring, description of a disadvantaged group is not a sufficient explanation. The annual review of four-domain integrated monitoring therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-3-b004", "type": "PARAGRAPH", "text": "National and regional authorities should join authoritative rules, measured conditions, delivery evidence and corrective decisions in one annual judgement. In relation to four-domain integrated monitoring, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to four-domain integrated monitoring, it should distinguish immediate protection from medium-term institutional improvement. The annual review of four-domain integrated monitoring therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on four-domain integrated monitoring, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-3-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to reconcile contradictions between legal status, expenditure, reported participation, observed provision and learner work. Applied to four-domain integrated monitoring, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of four-domain integrated monitoring therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on four-domain integrated monitoring, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on four-domain integrated monitoring, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-3-b006", "type": "PARAGRAPH", "text": "The operating arrangement for four-domain integrated monitoring should name every material dependency and the body able to resolve it. The annual review of four-domain integrated monitoring therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on four-domain integrated monitoring, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on four-domain integrated monitoring, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on four-domain integrated monitoring, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-3-b007", "type": "PARAGRAPH", "text": "Where four-domain integrated monitoring fails, corrective authority should reach the affected learner and service. Within the evidence on four-domain integrated monitoring, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on four-domain integrated monitoring, the decision record should name the affected scope, owner, due condition and appeal. For this finding on four-domain integrated monitoring, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-3-b008", "type": "PARAGRAPH", "text": "Annual follow-up on four-domain integrated monitoring should privilege a few decision-relevant measures over an extensive catalogue. For national and regional action on four-domain integrated monitoring, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on four-domain integrated monitoring, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to four-domain integrated monitoring, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-23" ] } ] }, { "id": "sec-iceqc-r-2010-09-4", "partId": "part-iceqc-r-2010-09-i", "parentId": null, "number": "4", "title": "The limits of aggregate progress", "anchor": "4-the-limits-of-aggregate-progress", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-4-b001", "type": "PARAGRAPH", "text": "Global and regional gains can coexist with severe local reversals and durable exclusion. This is the principal annual finding for the limits of aggregate progress. For this finding on the limits of aggregate progress, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to the limits of aggregate progress, the conclusion should be read with the source period, population and institutional scope stated. Applied to the limits of aggregate progress, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-4-b002", "type": "PARAGRAPH", "text": "A central risk in the limits of aggregate progress is that weighted averages give the largest systems and groups the greatest influence while small, remote and displaced populations disappear. In the limits of aggregate progress, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to the limits of aggregate progress, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to the limits of aggregate progress, description of a disadvantaged group is not a sufficient explanation. The annual review of the limits of aggregate progress therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-4-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would publish distributions and adverse exceptions together with the principal total. In relation to the limits of aggregate progress, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to the limits of aggregate progress, it should distinguish immediate protection from medium-term institutional improvement. The annual review of the limits of aggregate progress therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on the limits of aggregate progress, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-4-b004", "type": "PARAGRAPH", "text": "For the limits of aggregate progress, the applicable standard joins availability, accessibility, acceptability and adaptability. Applied to the limits of aggregate progress, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of the limits of aggregate progress therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on the limits of aggregate progress, delegation to another provider does not remove public responsibility. For national and regional action on the limits of aggregate progress, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-4-b005", "type": "PARAGRAPH", "text": "Implementation of the limits of aggregate progress should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. The annual review of the limits of aggregate progress therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on the limits of aggregate progress, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on the limits of aggregate progress, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on the limits of aggregate progress, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-4-b006", "type": "PARAGRAPH", "text": "The headline result for the limits of aggregate progress should be challenged at its weakest distribution. Within the evidence on the limits of aggregate progress, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on the limits of aggregate progress, they should also ask whether cost or risk has moved from the public authority to households. For this finding on the limits of aggregate progress, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to the limits of aggregate progress, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-4-b007", "type": "PARAGRAPH", "text": "The strongest verification would test whether the reported direction remains true when the poorest, remotest and conflict-affected groups are examined separately. For national and regional action on the limits of aggregate progress, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on the limits of aggregate progress, sampling should include the least convenient location, group or period and should test a transition point. In relation to the limits of aggregate progress, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to the limits of aggregate progress, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-4-b008", "type": "PARAGRAPH", "text": "For the next annual interval, the limits of aggregate progress should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. For this finding on the limits of aggregate progress, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to the limits of aggregate progress, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to the limits of aggregate progress, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-5", "partId": "part-iceqc-r-2010-09-i", "parentId": null, "number": "5", "title": "Evidence cutoff and contemporaneous judgement", "anchor": "5-evidence-cutoff-and-contemporaneous-judgement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-5-b001", "type": "PARAGRAPH", "text": "The annual evidence on evidence cutoff and contemporaneous judgement supports a clear finding: an annual report should state only what could reasonably have been known by its reporting date. This is the principal annual finding for evidence cutoff and contemporaneous judgement. In relation to evidence cutoff and contemporaneous judgement, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to evidence cutoff and contemporaneous judgement, the conclusion should be read with the source period, population and institutional scope stated. The annual review of evidence cutoff and contemporaneous judgement therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-27", "REF-30", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-5-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that later outcomes can unconsciously alter the interpretation of uncertain events, early commitments and incomplete recovery. In evidence cutoff and contemporaneous judgement, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Applied to evidence cutoff and contemporaneous judgement, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. The annual review of evidence cutoff and contemporaneous judgement therefore finds that description of a disadvantaged group is not a sufficient explanation. Within the evidence on evidence cutoff and contemporaneous judgement, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-27", "REF-30", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-5-b003", "type": "PARAGRAPH", "text": "The required response is to date every material source and distinguish current fact, official commitment, projection and analytical inference. Applied to evidence cutoff and contemporaneous judgement, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. The annual review of evidence cutoff and contemporaneous judgement therefore finds that it should distinguish immediate protection from medium-term institutional improvement. Within the evidence on evidence cutoff and contemporaneous judgement, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For national and regional action on evidence cutoff and contemporaneous judgement, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-27", "REF-30", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-5-b004", "type": "PARAGRAPH", "text": "Responsibility for evidence cutoff and contemporaneous judgement crosses several competent bodies but must retain one accountable owner. The annual review of evidence cutoff and contemporaneous judgement therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on evidence cutoff and contemporaneous judgement, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on evidence cutoff and contemporaneous judgement, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on evidence cutoff and contemporaneous judgement, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-27", "REF-30", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-5-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to verify that no conclusion depends on a later result and retain uncertainty where the contemporary record is incomplete. Within the evidence on evidence cutoff and contemporaneous judgement, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on evidence cutoff and contemporaneous judgement, sampling should include the least convenient location, group or period and should test a transition point. For this finding on evidence cutoff and contemporaneous judgement, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to evidence cutoff and contemporaneous judgement, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-27", "REF-30", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-5-b006", "type": "PARAGRAPH", "text": "A favourable account of evidence cutoff and contemporaneous judgement remains incomplete until reviewers test exceptions and unequal effects. For national and regional action on evidence cutoff and contemporaneous judgement, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For this finding on evidence cutoff and contemporaneous judgement, they should also ask whether cost or risk has moved from the public authority to households. In relation to evidence cutoff and contemporaneous judgement, a contradiction between expenditure, reported activity and learner experience should be investigated at source. Applied to evidence cutoff and contemporaneous judgement, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-27", "REF-30", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-5-b007", "type": "PARAGRAPH", "text": "Correction concerning evidence cutoff and contemporaneous judgement should restore practical opportunity. For this finding on evidence cutoff and contemporaneous judgement, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to evidence cutoff and contemporaneous judgement, the decision record should name the affected scope, owner, due condition and appeal. Applied to evidence cutoff and contemporaneous judgement, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-27", "REF-30", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-5-b008", "type": "PARAGRAPH", "text": "Monitoring of evidence cutoff and contemporaneous judgement in the coming interval should remain compact, timely and distribution-sensitive. In relation to evidence cutoff and contemporaneous judgement, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to evidence cutoff and contemporaneous judgement, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of evidence cutoff and contemporaneous judgement therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-27", "REF-30", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-6", "partId": "part-iceqc-r-2010-09-i", "parentId": null, "number": "6", "title": "Priority judgement for 2011 planning", "anchor": "6-priority-judgement-for-2011-planning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-6-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on priority judgement for 2011 planning is that the immediate priority is to protect marginalised learners while restoring disrupted systems and safeguarding core education finance. This is the principal annual finding for priority judgement for 2011 planning. Applied to priority judgement for 2011 planning, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of priority judgement for 2011 planning therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on priority judgement for 2011 planning, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-26", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-6-b002", "type": "PARAGRAPH", "text": "Evidence on priority judgement for 2011 planning must be read against the fact that recovery language can direct attention to national totals while households and local services continue to absorb the crisis. In priority judgement for 2011 planning, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of priority judgement for 2011 planning therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on priority judgement for 2011 planning, description of a disadvantaged group is not a sufficient explanation. For national and regional action on priority judgement for 2011 planning, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-26", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-6-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should require each priority to have a baseline, accountable body, funded action, reporting interval and learner consequence. The annual review of priority judgement for 2011 planning therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on priority judgement for 2011 planning, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on priority judgement for 2011 planning, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on priority judgement for 2011 planning, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-26", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-6-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for priority judgement for 2011 planning follows from availability, accessibility, acceptability and adaptability. Within the evidence on priority judgement for 2011 planning, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on priority judgement for 2011 planning, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on priority judgement for 2011 planning, delegation to another provider does not remove public responsibility. In relation to priority judgement for 2011 planning, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-26", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-6-b005", "type": "PARAGRAPH", "text": "Delivery of priority judgement for 2011 planning depends on joined authority from national rule to the institution serving learners. For national and regional action on priority judgement for 2011 planning, the assigned body must have power to act, not merely to request action from another level. For this finding on priority judgement for 2011 planning, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to priority judgement for 2011 planning, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to priority judgement for 2011 planning, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-26", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-6-b006", "type": "PARAGRAPH", "text": "The principal counter-test for priority judgement for 2011 planning is whether a favourable total can coexist with a serious adverse distribution. For this finding on priority judgement for 2011 planning, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to priority judgement for 2011 planning, they should also ask whether cost or risk has moved from the public authority to households. Applied to priority judgement for 2011 planning, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of priority judgement for 2011 planning therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-26", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-6-b007", "type": "PARAGRAPH", "text": "Remedy in priority judgement for 2011 planning must address the educational loss, not only the administrative error. In relation to priority judgement for 2011 planning, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Applied to priority judgement for 2011 planning, the decision record should name the affected scope, owner, due condition and appeal. The annual review of priority judgement for 2011 planning therefore finds that closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-26", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-6-b008", "type": "PARAGRAPH", "text": "The next public account of priority judgement for 2011 planning needs a balanced set of participation, service, consequence and adverse-case evidence. Applied to priority judgement for 2011 planning, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of priority judgement for 2011 planning therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on priority judgement for 2011 planning, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-26", "REF-27", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-7", "partId": "part-iceqc-r-2010-09-ii", "parentId": null, "number": "7", "title": "Children still outside primary education", "anchor": "7-children-still-outside-primary-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-7-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that the remaining out-of-school population is increasingly concentrated among groups facing several structural barriers. This is the principal annual finding for children still outside primary education. The annual review of children still outside primary education therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on children still outside primary education, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on children still outside primary education, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-7-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give children still outside primary education a definite regulatory meaning. The annual review of children still outside primary education therefore finds that national rules should define enforceable entitlement, minimum protection, recognition and remedy. Within the evidence on children still outside primary education, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For national and regional action on children still outside primary education, delegation to another provider does not remove public responsibility. For this finding on children still outside primary education, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-7-b003", "type": "PARAGRAPH", "text": "The principal pressure is that the final margin is often the hardest to identify and serve, so ordinary expansion yields diminishing equity gains. In children still outside primary education, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on children still outside primary education, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on children still outside primary education, description of a disadvantaged group is not a sufficient explanation. In relation to children still outside primary education, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-7-b004", "type": "PARAGRAPH", "text": "National and regional authorities should use active local identification and remove fees, distance, language, documentation and discrimination barriers together. For national and regional action on children still outside primary education, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on children still outside primary education, it should distinguish immediate protection from medium-term institutional improvement. In relation to children still outside primary education, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to children still outside primary education, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-7-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to reconcile population estimates, household information and school records and investigate unmatched children. For this finding on children still outside primary education, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to children still outside primary education, sampling should include the least convenient location, group or period and should test a transition point. Applied to children still outside primary education, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of children still outside primary education therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-7-b006", "type": "PARAGRAPH", "text": "The operating arrangement for children still outside primary education should name every material dependency and the body able to resolve it. In relation to children still outside primary education, the assigned body must have power to act, not merely to request action from another level. Applied to children still outside primary education, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of children still outside primary education therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on children still outside primary education, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-7-b007", "type": "PARAGRAPH", "text": "Where children still outside primary education fails, corrective authority should reach the affected learner and service. Applied to children still outside primary education, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of children still outside primary education therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on children still outside primary education, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-7-b008", "type": "PARAGRAPH", "text": "Annual follow-up on children still outside primary education should privilege a few decision-relevant measures over an extensive catalogue. The annual review of children still outside primary education therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on children still outside primary education, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on children still outside primary education, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-25", "REF-38", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-8", "partId": "part-iceqc-r-2010-09-ii", "parentId": null, "number": "8", "title": "Late entry, irregular attendance and silent exclusion", "anchor": "8-late-entry-irregular-attendance-and-silent-exclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-8-b001", "type": "PARAGRAPH", "text": "Registration does not establish timely entry or continuous participation. This is the principal annual finding for late entry, irregular attendance and silent exclusion. Within the evidence on late entry, irregular attendance and silent exclusion, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on late entry, irregular attendance and silent exclusion, the conclusion should be read with the source period, population and institutional scope stated. For this finding on late entry, irregular attendance and silent exclusion, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-03", "REF-15", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-8-b002", "type": "PARAGRAPH", "text": "A central risk in late entry, irregular attendance and silent exclusion is that poverty, work, care, migration, illness and weak service reliability appear as individual absence in administrative returns. In late entry, irregular attendance and silent exclusion, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on late entry, irregular attendance and silent exclusion, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on late entry, irregular attendance and silent exclusion, description of a disadvantaged group is not a sufficient explanation. In relation to late entry, irregular attendance and silent exclusion, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-03", "REF-15", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-8-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would monitor age at entry, attendance pattern and interruption and provide non-punitive re-entry and learning recovery. For national and regional action on late entry, irregular attendance and silent exclusion, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on late entry, irregular attendance and silent exclusion, it should distinguish immediate protection from medium-term institutional improvement. In relation to late entry, irregular attendance and silent exclusion, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to late entry, irregular attendance and silent exclusion, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-03", "REF-15", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-8-b004", "type": "PARAGRAPH", "text": "For late entry, irregular attendance and silent exclusion, the applicable standard joins availability, accessibility, acceptability and adaptability. For this finding on late entry, irregular attendance and silent exclusion, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to late entry, irregular attendance and silent exclusion, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to late entry, irregular attendance and silent exclusion, delegation to another provider does not remove public responsibility. The annual review of late entry, irregular attendance and silent exclusion therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-03", "REF-15", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-8-b005", "type": "PARAGRAPH", "text": "Implementation of late entry, irregular attendance and silent exclusion should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. In relation to late entry, irregular attendance and silent exclusion, the assigned body must have power to act, not merely to request action from another level. Applied to late entry, irregular attendance and silent exclusion, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of late entry, irregular attendance and silent exclusion therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on late entry, irregular attendance and silent exclusion, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-03", "REF-15", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-8-b006", "type": "PARAGRAPH", "text": "The headline result for late entry, irregular attendance and silent exclusion should be challenged at its weakest distribution. Applied to late entry, irregular attendance and silent exclusion, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of late entry, irregular attendance and silent exclusion therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on late entry, irregular attendance and silent exclusion, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on late entry, irregular attendance and silent exclusion, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-03", "REF-15", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-8-b007", "type": "PARAGRAPH", "text": "The strongest verification would sample learner histories across a full year and relate missed time to service conditions and progression. The annual review of late entry, irregular attendance and silent exclusion therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on late entry, irregular attendance and silent exclusion, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on late entry, irregular attendance and silent exclusion, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on late entry, irregular attendance and silent exclusion, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-03", "REF-15", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-8-b008", "type": "PARAGRAPH", "text": "For the next annual interval, late entry, irregular attendance and silent exclusion should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Within the evidence on late entry, irregular attendance and silent exclusion, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on late entry, irregular attendance and silent exclusion, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on late entry, irregular attendance and silent exclusion, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-03", "REF-15", "REF-25" ] } ] }, { "id": "sec-iceqc-r-2010-09-9", "partId": "part-iceqc-r-2010-09-ii", "parentId": null, "number": "9", "title": "Poverty and the household cost of education", "anchor": "9-poverty-and-the-household-cost-of-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-9-b001", "type": "PARAGRAPH", "text": "The annual evidence on poverty and the household cost of education supports a clear finding: direct and indirect costs continue to ration participation even where tuition is formally free. This is the principal annual finding for poverty and the household cost of education. For national and regional action on poverty and the household cost of education, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on poverty and the household cost of education, the conclusion should be read with the source period, population and institutional scope stated. In relation to poverty and the household cost of education, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-17", "REF-22", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-9-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that uniform charges for clothing, materials, transport, meals and examinations consume a larger share of poor household resources. In poverty and the household cost of education, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For this finding on poverty and the household cost of education, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. In relation to poverty and the household cost of education, description of a disadvantaged group is not a sufficient explanation. Applied to poverty and the household cost of education, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-17", "REF-22", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-9-b003", "type": "PARAGRAPH", "text": "The required response is to remove prohibited charges and provide targeted support without stigmatising recipients. For this finding on poverty and the household cost of education, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. In relation to poverty and the household cost of education, it should distinguish immediate protection from medium-term institutional improvement. Applied to poverty and the household cost of education, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. The annual review of poverty and the household cost of education therefore finds that an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-17", "REF-22", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-9-b004", "type": "PARAGRAPH", "text": "Responsibility for poverty and the household cost of education crosses several competent bodies but must retain one accountable owner. In relation to poverty and the household cost of education, the assigned body must have power to act, not merely to request action from another level. Applied to poverty and the household cost of education, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of poverty and the household cost of education therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on poverty and the household cost of education, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-17", "REF-22", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-9-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to compare required household expenditure, take-up of assistance, absence and withdrawal by income group. Applied to poverty and the household cost of education, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of poverty and the household cost of education therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on poverty and the household cost of education, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on poverty and the household cost of education, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-17", "REF-22", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-9-b006", "type": "PARAGRAPH", "text": "A favourable account of poverty and the household cost of education remains incomplete until reviewers test exceptions and unequal effects. The annual review of poverty and the household cost of education therefore finds that reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Within the evidence on poverty and the household cost of education, they should also ask whether cost or risk has moved from the public authority to households. For national and regional action on poverty and the household cost of education, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For this finding on poverty and the household cost of education, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-17", "REF-22", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-9-b007", "type": "PARAGRAPH", "text": "Correction concerning poverty and the household cost of education should restore practical opportunity. Within the evidence on poverty and the household cost of education, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on poverty and the household cost of education, the decision record should name the affected scope, owner, due condition and appeal. For this finding on poverty and the household cost of education, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-17", "REF-22", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-9-b008", "type": "PARAGRAPH", "text": "Monitoring of poverty and the household cost of education in the coming interval should remain compact, timely and distribution-sensitive. For national and regional action on poverty and the household cost of education, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on poverty and the household cost of education, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to poverty and the household cost of education, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-17", "REF-22", "REF-27" ] } ] }, { "id": "sec-iceqc-r-2010-09-10", "partId": "part-iceqc-r-2010-09-ii", "parentId": null, "number": "10", "title": "Rural, remote and mobile learners", "anchor": "10-rural-remote-and-mobile-learners", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-10-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on rural, remote and mobile learners is that distance and movement expose the mismatch between universal entitlement and provision designed for settled populations. This is the principal annual finding for rural, remote and mobile learners. For this finding on rural, remote and mobile learners, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to rural, remote and mobile learners, the conclusion should be read with the source period, population and institutional scope stated. Applied to rural, remote and mobile learners, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-04", "REF-09", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-10-b002", "type": "PARAGRAPH", "text": "Evidence on rural, remote and mobile learners must be read against the fact that straight-line distance and school counts do not capture seasonal routes, safety, transport, language or interrupted recognition. In rural, remote and mobile learners, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to rural, remote and mobile learners, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to rural, remote and mobile learners, description of a disadvantaged group is not a sufficient explanation. The annual review of rural, remote and mobile learners therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-04", "REF-09", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-10-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should test actual journeys, delivered teaching, transfer records and learner work in adverse seasons. In relation to rural, remote and mobile learners, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to rural, remote and mobile learners, sampling should include the least convenient location, group or period and should test a transition point. The annual review of rural, remote and mobile learners therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on rural, remote and mobile learners, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-04", "REF-09", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-10-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for rural, remote and mobile learners follows from availability, accessibility, acceptability and adaptability. Applied to rural, remote and mobile learners, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of rural, remote and mobile learners therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on rural, remote and mobile learners, delegation to another provider does not remove public responsibility. For national and regional action on rural, remote and mobile learners, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-04", "REF-09", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-10-b005", "type": "PARAGRAPH", "text": "Delivery of rural, remote and mobile learners depends on joined authority from national rule to the institution serving learners. The annual review of rural, remote and mobile learners therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on rural, remote and mobile learners, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on rural, remote and mobile learners, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on rural, remote and mobile learners, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-04", "REF-09", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-10-b006", "type": "PARAGRAPH", "text": "The principal counter-test for rural, remote and mobile learners is whether a favourable total can coexist with a serious adverse distribution. Within the evidence on rural, remote and mobile learners, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on rural, remote and mobile learners, they should also ask whether cost or risk has moved from the public authority to households. For this finding on rural, remote and mobile learners, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to rural, remote and mobile learners, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-04", "REF-09", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-10-b007", "type": "PARAGRAPH", "text": "Remedy in rural, remote and mobile learners must address the educational loss, not only the administrative error. For national and regional action on rural, remote and mobile learners, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For this finding on rural, remote and mobile learners, the decision record should name the affected scope, owner, due condition and appeal. In relation to rural, remote and mobile learners, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-04", "REF-09", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-10-b008", "type": "PARAGRAPH", "text": "The next public account of rural, remote and mobile learners needs a balanced set of participation, service, consequence and adverse-case evidence. For this finding on rural, remote and mobile learners, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to rural, remote and mobile learners, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to rural, remote and mobile learners, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-04", "REF-09", "REF-21" ] } ] }, { "id": "sec-iceqc-r-2010-09-11", "partId": "part-iceqc-r-2010-09-ii", "parentId": null, "number": "11", "title": "Urban marginality and informal settlements", "anchor": "11-urban-marginality-and-informal-settlements", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-11-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that urban proximity to institutions can conceal exclusion produced by tenure, migration, overcrowding and documentation rules. This is the principal annual finding for urban marginality and informal settlements. In relation to urban marginality and informal settlements, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to urban marginality and informal settlements, the conclusion should be read with the source period, population and institutional scope stated. The annual review of urban marginality and informal settlements therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-03", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-11-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give urban marginality and informal settlements a definite regulatory meaning. In relation to urban marginality and informal settlements, national rules should define enforceable entitlement, minimum protection, recognition and remedy. Applied to urban marginality and informal settlements, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. The annual review of urban marginality and informal settlements therefore finds that delegation to another provider does not remove public responsibility. Within the evidence on urban marginality and informal settlements, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-03", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-11-b003", "type": "PARAGRAPH", "text": "The principal pressure is that municipal averages merge affluent and deprived neighbourhoods and may omit temporary settlements altogether. In urban marginality and informal settlements, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of urban marginality and informal settlements therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on urban marginality and informal settlements, description of a disadvantaged group is not a sufficient explanation. For national and regional action on urban marginality and informal settlements, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-03", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-11-b004", "type": "PARAGRAPH", "text": "National and regional authorities should require immediate admission, local capacity planning and service mapping below city level. The annual review of urban marginality and informal settlements therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on urban marginality and informal settlements, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on urban marginality and informal settlements, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on urban marginality and informal settlements, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-03", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-11-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to compare catchment demand, rejection, class size, transfer and withdrawal within the city rather than against rural averages. Within the evidence on urban marginality and informal settlements, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on urban marginality and informal settlements, sampling should include the least convenient location, group or period and should test a transition point. For this finding on urban marginality and informal settlements, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to urban marginality and informal settlements, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-03", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-11-b006", "type": "PARAGRAPH", "text": "The operating arrangement for urban marginality and informal settlements should name every material dependency and the body able to resolve it. For national and regional action on urban marginality and informal settlements, the assigned body must have power to act, not merely to request action from another level. For this finding on urban marginality and informal settlements, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to urban marginality and informal settlements, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to urban marginality and informal settlements, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-03", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-11-b007", "type": "PARAGRAPH", "text": "Where urban marginality and informal settlements fails, corrective authority should reach the affected learner and service. For this finding on urban marginality and informal settlements, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to urban marginality and informal settlements, the decision record should name the affected scope, owner, due condition and appeal. Applied to urban marginality and informal settlements, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-03", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-11-b008", "type": "PARAGRAPH", "text": "Annual follow-up on urban marginality and informal settlements should privilege a few decision-relevant measures over an extensive catalogue. In relation to urban marginality and informal settlements, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to urban marginality and informal settlements, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of urban marginality and informal settlements therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-03", "REF-16", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-12", "partId": "part-iceqc-r-2010-09-ii", "parentId": null, "number": "12", "title": "Intersecting disadvantage as a planning unit", "anchor": "12-intersecting-disadvantage-as-a-planning-unit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-12-b001", "type": "PARAGRAPH", "text": "Gender, poverty, location, language, disability and social identity alter one another rather than acting as separate variables. This is the principal annual finding for intersecting disadvantage as a planning unit. Applied to intersecting disadvantage as a planning unit, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of intersecting disadvantage as a planning unit therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on intersecting disadvantage as a planning unit, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-05", "REF-10", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-12-b002", "type": "PARAGRAPH", "text": "A central risk in intersecting disadvantage as a planning unit is that single-category programmes miss learners at the intersection and can improve one average while leaving the most disadvantaged unchanged. In intersecting disadvantage as a planning unit, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of intersecting disadvantage as a planning unit therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on intersecting disadvantage as a planning unit, description of a disadvantaged group is not a sufficient explanation. For national and regional action on intersecting disadvantage as a planning unit, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-05", "REF-10", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-12-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would analyse combinations that are material in each country and design joined responses. The annual review of intersecting disadvantage as a planning unit therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on intersecting disadvantage as a planning unit, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on intersecting disadvantage as a planning unit, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on intersecting disadvantage as a planning unit, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-05", "REF-10", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-12-b004", "type": "PARAGRAPH", "text": "For intersecting disadvantage as a planning unit, the applicable standard joins availability, accessibility, acceptability and adaptability. Within the evidence on intersecting disadvantage as a planning unit, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on intersecting disadvantage as a planning unit, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on intersecting disadvantage as a planning unit, delegation to another provider does not remove public responsibility. In relation to intersecting disadvantage as a planning unit, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-05", "REF-10", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-12-b005", "type": "PARAGRAPH", "text": "Implementation of intersecting disadvantage as a planning unit should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. For national and regional action on intersecting disadvantage as a planning unit, the assigned body must have power to act, not merely to request action from another level. For this finding on intersecting disadvantage as a planning unit, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to intersecting disadvantage as a planning unit, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to intersecting disadvantage as a planning unit, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-05", "REF-10", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-12-b006", "type": "PARAGRAPH", "text": "The headline result for intersecting disadvantage as a planning unit should be challenged at its weakest distribution. For this finding on intersecting disadvantage as a planning unit, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to intersecting disadvantage as a planning unit, they should also ask whether cost or risk has moved from the public authority to households. Applied to intersecting disadvantage as a planning unit, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of intersecting disadvantage as a planning unit therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-05", "REF-10", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-12-b007", "type": "PARAGRAPH", "text": "The strongest verification would use disaggregated data carefully, preserve privacy and supplement small numbers with qualitative verification. In relation to intersecting disadvantage as a planning unit, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to intersecting disadvantage as a planning unit, sampling should include the least convenient location, group or period and should test a transition point. The annual review of intersecting disadvantage as a planning unit therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on intersecting disadvantage as a planning unit, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-05", "REF-10", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-12-b008", "type": "PARAGRAPH", "text": "For the next annual interval, intersecting disadvantage as a planning unit should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Applied to intersecting disadvantage as a planning unit, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of intersecting disadvantage as a planning unit therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on intersecting disadvantage as a planning unit, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-05", "REF-10", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-13", "partId": "part-iceqc-r-2010-09-iii", "parentId": null, "number": "13", "title": "Early childhood care and education", "anchor": "13-early-childhood-care-and-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-13-b001", "type": "PARAGRAPH", "text": "The annual evidence on early childhood care and education supports a clear finding: early childhood provision can reduce later disadvantage when health, nutrition, care and learning are integrated. This is the principal annual finding for early childhood care and education. The annual review of early childhood care and education therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on early childhood care and education, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on early childhood care and education, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-02", "REF-15", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-13-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that coverage is commonly lowest where poverty and remoteness are greatest and private expansion can widen inequality. In early childhood care and education, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Within the evidence on early childhood care and education, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For national and regional action on early childhood care and education, description of a disadvantaged group is not a sufficient explanation. For this finding on early childhood care and education, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-02", "REF-15", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-13-b003", "type": "PARAGRAPH", "text": "The required response is to place equitable early provision within public planning and connect community services to trained support. Within the evidence on early childhood care and education, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For national and regional action on early childhood care and education, it should distinguish immediate protection from medium-term institutional improvement. For this finding on early childhood care and education, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. In relation to early childhood care and education, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-02", "REF-15", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-13-b004", "type": "PARAGRAPH", "text": "Responsibility for early childhood care and education crosses several competent bodies but must retain one accountable owner. For national and regional action on early childhood care and education, the assigned body must have power to act, not merely to request action from another level. For this finding on early childhood care and education, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to early childhood care and education, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to early childhood care and education, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-02", "REF-15", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-13-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to examine participation, regularity, language, staff preparation, safety and transition into primary education. For this finding on early childhood care and education, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to early childhood care and education, sampling should include the least convenient location, group or period and should test a transition point. Applied to early childhood care and education, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of early childhood care and education therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-02", "REF-15", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-13-b006", "type": "PARAGRAPH", "text": "A favourable account of early childhood care and education remains incomplete until reviewers test exceptions and unequal effects. In relation to early childhood care and education, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Applied to early childhood care and education, they should also ask whether cost or risk has moved from the public authority to households. The annual review of early childhood care and education therefore finds that a contradiction between expenditure, reported activity and learner experience should be investigated at source. Within the evidence on early childhood care and education, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-02", "REF-15", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-13-b007", "type": "PARAGRAPH", "text": "Correction concerning early childhood care and education should restore practical opportunity. Applied to early childhood care and education, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of early childhood care and education therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on early childhood care and education, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-02", "REF-15", "REF-16", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-13-b008", "type": "PARAGRAPH", "text": "Monitoring of early childhood care and education in the coming interval should remain compact, timely and distribution-sensitive. The annual review of early childhood care and education therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on early childhood care and education, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on early childhood care and education, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-02", "REF-15", "REF-16", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-14", "partId": "part-iceqc-r-2010-09-iii", "parentId": null, "number": "14", "title": "Readiness without exclusion", "anchor": "14-readiness-without-exclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-14-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on readiness without exclusion is that schools need to respond to developmental diversity rather than make prior preschool participation an informal admission test. This is the principal annual finding for readiness without exclusion. Within the evidence on readiness without exclusion, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on readiness without exclusion, the conclusion should be read with the source period, population and institutional scope stated. For this finding on readiness without exclusion, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-03", "REF-10", "REF-11", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-14-b002", "type": "PARAGRAPH", "text": "Evidence on readiness without exclusion must be read against the fact that readiness labels can transfer institutional failure to young children and justify repetition or delayed entry. In readiness without exclusion, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on readiness without exclusion, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on readiness without exclusion, description of a disadvantaged group is not a sufficient explanation. In relation to readiness without exclusion, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-03", "REF-10", "REF-11", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-14-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should review entry decisions, age patterns, repetition and the support given after a concern is identified. For national and regional action on readiness without exclusion, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on readiness without exclusion, sampling should include the least convenient location, group or period and should test a transition point. In relation to readiness without exclusion, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to readiness without exclusion, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-03", "REF-10", "REF-11", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-14-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for readiness without exclusion follows from availability, accessibility, acceptability and adaptability. For this finding on readiness without exclusion, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to readiness without exclusion, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to readiness without exclusion, delegation to another provider does not remove public responsibility. The annual review of readiness without exclusion therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-03", "REF-10", "REF-11", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-14-b005", "type": "PARAGRAPH", "text": "Delivery of readiness without exclusion depends on joined authority from national rule to the institution serving learners. In relation to readiness without exclusion, the assigned body must have power to act, not merely to request action from another level. Applied to readiness without exclusion, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of readiness without exclusion therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on readiness without exclusion, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-03", "REF-10", "REF-11", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-14-b006", "type": "PARAGRAPH", "text": "The principal counter-test for readiness without exclusion is whether a favourable total can coexist with a serious adverse distribution. Applied to readiness without exclusion, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of readiness without exclusion therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on readiness without exclusion, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on readiness without exclusion, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-03", "REF-10", "REF-11", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-14-b007", "type": "PARAGRAPH", "text": "Remedy in readiness without exclusion must address the educational loss, not only the administrative error. The annual review of readiness without exclusion therefore finds that depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Within the evidence on readiness without exclusion, the decision record should name the affected scope, owner, due condition and appeal. For national and regional action on readiness without exclusion, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-03", "REF-10", "REF-11", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-14-b008", "type": "PARAGRAPH", "text": "The next public account of readiness without exclusion needs a balanced set of participation, service, consequence and adverse-case evidence. Within the evidence on readiness without exclusion, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on readiness without exclusion, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on readiness without exclusion, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-03", "REF-10", "REF-11", "REF-15" ] } ] }, { "id": "sec-iceqc-r-2010-09-15", "partId": "part-iceqc-r-2010-09-iii", "parentId": null, "number": "15", "title": "Primary participation and completion", "anchor": "15-primary-participation-and-completion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-15-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that near-universal intake is not sufficient where learners leave early, repeat grades or complete without foundational learning. This is the principal annual finding for primary participation and completion. For national and regional action on primary participation and completion, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on primary participation and completion, the conclusion should be read with the source period, population and institutional scope stated. In relation to primary participation and completion, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-15-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give primary participation and completion a definite regulatory meaning. For national and regional action on primary participation and completion, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For this finding on primary participation and completion, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. In relation to primary participation and completion, delegation to another provider does not remove public responsibility. Applied to primary participation and completion, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-15-b003", "type": "PARAGRAPH", "text": "The principal pressure is that systems may reward initial enrolment while costs, weak teaching and language barriers accumulate across later grades. In primary participation and completion, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to primary participation and completion, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to primary participation and completion, description of a disadvantaged group is not a sufficient explanation. The annual review of primary participation and completion therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-15-b004", "type": "PARAGRAPH", "text": "National and regional authorities should protect continuous participation and intervene early when attendance or learning weakens. In relation to primary participation and completion, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to primary participation and completion, it should distinguish immediate protection from medium-term institutional improvement. The annual review of primary participation and completion therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on primary participation and completion, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-15-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to follow cohorts by sex, poverty, location and language and verify the reason for every major loss. Applied to primary participation and completion, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of primary participation and completion therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on primary participation and completion, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on primary participation and completion, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-15-b006", "type": "PARAGRAPH", "text": "The operating arrangement for primary participation and completion should name every material dependency and the body able to resolve it. The annual review of primary participation and completion therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on primary participation and completion, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on primary participation and completion, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on primary participation and completion, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-15-b007", "type": "PARAGRAPH", "text": "Where primary participation and completion fails, corrective authority should reach the affected learner and service. Within the evidence on primary participation and completion, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on primary participation and completion, the decision record should name the affected scope, owner, due condition and appeal. For this finding on primary participation and completion, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-15-b008", "type": "PARAGRAPH", "text": "Annual follow-up on primary participation and completion should privilege a few decision-relevant measures over an extensive catalogue. For national and regional action on primary participation and completion, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on primary participation and completion, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to primary participation and completion, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-16", "partId": "part-iceqc-r-2010-09-iii", "parentId": null, "number": "16", "title": "Grade repetition and over-age progression", "anchor": "16-grade-repetition-and-over-age-progression", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-16-b001", "type": "PARAGRAPH", "text": "Repetition is often used as a response to weak learning even where it raises cost and withdrawal risk. This is the principal annual finding for grade repetition and over-age progression. For this finding on grade repetition and over-age progression, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to grade repetition and over-age progression, the conclusion should be read with the source period, population and institutional scope stated. Applied to grade repetition and over-age progression, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-16-b002", "type": "PARAGRAPH", "text": "A central risk in grade repetition and over-age progression is that the same curriculum and teaching may be repeated without diagnosing the learning need. In grade repetition and over-age progression, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to grade repetition and over-age progression, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to grade repetition and over-age progression, description of a disadvantaged group is not a sufficient explanation. The annual review of grade repetition and over-age progression therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-16-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would use timely formative assessment, targeted additional teaching and fair progression decisions. In relation to grade repetition and over-age progression, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to grade repetition and over-age progression, it should distinguish immediate protection from medium-term institutional improvement. The annual review of grade repetition and over-age progression therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on grade repetition and over-age progression, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-16-b004", "type": "PARAGRAPH", "text": "For grade repetition and over-age progression, the applicable standard joins availability, accessibility, acceptability and adaptability. Applied to grade repetition and over-age progression, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of grade repetition and over-age progression therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on grade repetition and over-age progression, delegation to another provider does not remove public responsibility. For national and regional action on grade repetition and over-age progression, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-16-b005", "type": "PARAGRAPH", "text": "Implementation of grade repetition and over-age progression should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. The annual review of grade repetition and over-age progression therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on grade repetition and over-age progression, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on grade repetition and over-age progression, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on grade repetition and over-age progression, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-16-b006", "type": "PARAGRAPH", "text": "The headline result for grade repetition and over-age progression should be challenged at its weakest distribution. Within the evidence on grade repetition and over-age progression, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on grade repetition and over-age progression, they should also ask whether cost or risk has moved from the public authority to households. For this finding on grade repetition and over-age progression, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to grade repetition and over-age progression, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-16-b007", "type": "PARAGRAPH", "text": "The strongest verification would compare repeated and promoted learners’ subsequent attendance, learning and completion and review teacher support. For national and regional action on grade repetition and over-age progression, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on grade repetition and over-age progression, sampling should include the least convenient location, group or period and should test a transition point. In relation to grade repetition and over-age progression, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to grade repetition and over-age progression, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-16-b008", "type": "PARAGRAPH", "text": "For the next annual interval, grade repetition and over-age progression should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. For this finding on grade repetition and over-age progression, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to grade repetition and over-age progression, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to grade repetition and over-age progression, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] } ] }, { "id": "sec-iceqc-r-2010-09-17", "partId": "part-iceqc-r-2010-09-iii", "parentId": null, "number": "17", "title": "Transition to lower secondary education", "anchor": "17-transition-to-lower-secondary-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-17-b001", "type": "PARAGRAPH", "text": "The annual evidence on transition to lower secondary education supports a clear finding: completion of primary education has limited value where the next recognised stage is inaccessible. This is the principal annual finding for transition to lower secondary education. In relation to transition to lower secondary education, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to transition to lower secondary education, the conclusion should be read with the source period, population and institutional scope stated. The annual review of transition to lower secondary education therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-17-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that fees, selection, distance, language shifts and insufficient places concentrate exclusion at transition. In transition to lower secondary education, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Applied to transition to lower secondary education, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. The annual review of transition to lower secondary education therefore finds that description of a disadvantaged group is not a sufficient explanation. Within the evidence on transition to lower secondary education, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-17-b003", "type": "PARAGRAPH", "text": "The required response is to plan capacity and support before the transition point and provide transparent, appealable placement. Applied to transition to lower secondary education, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. The annual review of transition to lower secondary education therefore finds that it should distinguish immediate protection from medium-term institutional improvement. Within the evidence on transition to lower secondary education, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For national and regional action on transition to lower secondary education, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-17-b004", "type": "PARAGRAPH", "text": "Responsibility for transition to lower secondary education crosses several competent bodies but must retain one accountable owner. The annual review of transition to lower secondary education therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on transition to lower secondary education, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on transition to lower secondary education, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on transition to lower secondary education, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-17-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to trace eligible learners from primary completion to actual secondary attendance and early retention. Within the evidence on transition to lower secondary education, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on transition to lower secondary education, sampling should include the least convenient location, group or period and should test a transition point. For this finding on transition to lower secondary education, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to transition to lower secondary education, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-17-b006", "type": "PARAGRAPH", "text": "A favourable account of transition to lower secondary education remains incomplete until reviewers test exceptions and unequal effects. For national and regional action on transition to lower secondary education, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For this finding on transition to lower secondary education, they should also ask whether cost or risk has moved from the public authority to households. In relation to transition to lower secondary education, a contradiction between expenditure, reported activity and learner experience should be investigated at source. Applied to transition to lower secondary education, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-17-b007", "type": "PARAGRAPH", "text": "Correction concerning transition to lower secondary education should restore practical opportunity. For this finding on transition to lower secondary education, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to transition to lower secondary education, the decision record should name the affected scope, owner, due condition and appeal. Applied to transition to lower secondary education, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-17-b008", "type": "PARAGRAPH", "text": "Monitoring of transition to lower secondary education in the coming interval should remain compact, timely and distribution-sensitive. In relation to transition to lower secondary education, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to transition to lower secondary education, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of transition to lower secondary education therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-18", "partId": "part-iceqc-r-2010-09-iii", "parentId": null, "number": "18", "title": "Foundational learning and later opportunity", "anchor": "18-foundational-learning-and-later-opportunity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-18-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on foundational learning and later opportunity is that literacy, numeracy and learning habits form the basis for further study, work and civic participation. This is the principal annual finding for foundational learning and later opportunity. Applied to foundational learning and later opportunity, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of foundational learning and later opportunity therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on foundational learning and later opportunity, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-04", "REF-15", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-18-b002", "type": "PARAGRAPH", "text": "Evidence on foundational learning and later opportunity must be read against the fact that time in school can rise without comparable learning where instruction is poorly matched or interrupted. In foundational learning and later opportunity, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of foundational learning and later opportunity therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on foundational learning and later opportunity, description of a disadvantaged group is not a sufficient explanation. For national and regional action on foundational learning and later opportunity, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-04", "REF-15", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-18-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should use moderated learner work and suitable assessments alongside participation evidence. The annual review of foundational learning and later opportunity therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on foundational learning and later opportunity, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on foundational learning and later opportunity, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on foundational learning and later opportunity, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-04", "REF-15", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-18-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for foundational learning and later opportunity follows from availability, accessibility, acceptability and adaptability. Within the evidence on foundational learning and later opportunity, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on foundational learning and later opportunity, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on foundational learning and later opportunity, delegation to another provider does not remove public responsibility. In relation to foundational learning and later opportunity, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-04", "REF-15", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-18-b005", "type": "PARAGRAPH", "text": "Delivery of foundational learning and later opportunity depends on joined authority from national rule to the institution serving learners. For national and regional action on foundational learning and later opportunity, the assigned body must have power to act, not merely to request action from another level. For this finding on foundational learning and later opportunity, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to foundational learning and later opportunity, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to foundational learning and later opportunity, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-04", "REF-15", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-18-b006", "type": "PARAGRAPH", "text": "The principal counter-test for foundational learning and later opportunity is whether a favourable total can coexist with a serious adverse distribution. For this finding on foundational learning and later opportunity, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to foundational learning and later opportunity, they should also ask whether cost or risk has moved from the public authority to households. Applied to foundational learning and later opportunity, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of foundational learning and later opportunity therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-04", "REF-15", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-18-b007", "type": "PARAGRAPH", "text": "Remedy in foundational learning and later opportunity must address the educational loss, not only the administrative error. In relation to foundational learning and later opportunity, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Applied to foundational learning and later opportunity, the decision record should name the affected scope, owner, due condition and appeal. The annual review of foundational learning and later opportunity therefore finds that closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-04", "REF-15", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-18-b008", "type": "PARAGRAPH", "text": "The next public account of foundational learning and later opportunity needs a balanced set of participation, service, consequence and adverse-case evidence. Applied to foundational learning and later opportunity, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of foundational learning and later opportunity therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on foundational learning and later opportunity, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-04", "REF-15", "REF-21" ] } ] }, { "id": "sec-iceqc-r-2010-09-19", "partId": "part-iceqc-r-2010-09-iv", "parentId": null, "number": "19", "title": "Expansion of secondary education", "anchor": "19-expansion-of-secondary-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-19-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that demand for secondary education is rising as primary participation expands and economies require broader capability. This is the principal annual finding for expansion of secondary education. The annual review of expansion of secondary education therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on expansion of secondary education, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on expansion of secondary education, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-19-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give expansion of secondary education a definite regulatory meaning. The annual review of expansion of secondary education therefore finds that national rules should define enforceable entitlement, minimum protection, recognition and remedy. Within the evidence on expansion of secondary education, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For national and regional action on expansion of secondary education, delegation to another provider does not remove public responsibility. For this finding on expansion of secondary education, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-19-b003", "type": "PARAGRAPH", "text": "The principal pressure is that capacity growth can reproduce social selection through fees, examinations, location and programme hierarchy. In expansion of secondary education, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on expansion of secondary education, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on expansion of secondary education, description of a disadvantaged group is not a sufficient explanation. In relation to expansion of secondary education, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-19-b004", "type": "PARAGRAPH", "text": "National and regional authorities should plan equitable places, qualified teachers, suitable facilities and recognised pathways. For national and regional action on expansion of secondary education, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on expansion of secondary education, it should distinguish immediate protection from medium-term institutional improvement. In relation to expansion of secondary education, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to expansion of secondary education, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-19-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to compare admission, programme allocation, completion and next destinations across social groups. For this finding on expansion of secondary education, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to expansion of secondary education, sampling should include the least convenient location, group or period and should test a transition point. Applied to expansion of secondary education, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of expansion of secondary education therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-19-b006", "type": "PARAGRAPH", "text": "The operating arrangement for expansion of secondary education should name every material dependency and the body able to resolve it. In relation to expansion of secondary education, the assigned body must have power to act, not merely to request action from another level. Applied to expansion of secondary education, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of expansion of secondary education therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on expansion of secondary education, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-19-b007", "type": "PARAGRAPH", "text": "Where expansion of secondary education fails, corrective authority should reach the affected learner and service. Applied to expansion of secondary education, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of expansion of secondary education therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on expansion of secondary education, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-19-b008", "type": "PARAGRAPH", "text": "Annual follow-up on expansion of secondary education should privilege a few decision-relevant measures over an extensive catalogue. The annual review of expansion of secondary education therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on expansion of secondary education, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on expansion of secondary education, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-35" ] } ] }, { "id": "sec-iceqc-r-2010-09-20", "partId": "part-iceqc-r-2010-09-iv", "parentId": null, "number": "20", "title": "Early school leaving", "anchor": "20-early-school-leaving", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-20-b001", "type": "PARAGRAPH", "text": "Leaving education early reflects accumulated barriers rather than one final decision. This is the principal annual finding for early school leaving. Within the evidence on early school leaving, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on early school leaving, the conclusion should be read with the source period, population and institutional scope stated. For this finding on early school leaving, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-03", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-20-b002", "type": "PARAGRAPH", "text": "A central risk in early school leaving is that absence, failure, cost, weak relevance and poor guidance can remain unaddressed until formal withdrawal. In early school leaving, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on early school leaving, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on early school leaving, description of a disadvantaged group is not a sufficient explanation. In relation to early school leaving, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-03", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-20-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would use early warning with supportive case review and credible routes back. For national and regional action on early school leaving, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on early school leaving, it should distinguish immediate protection from medium-term institutional improvement. In relation to early school leaving, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to early school leaving, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-03", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-20-b004", "type": "PARAGRAPH", "text": "For early school leaving, the applicable standard joins availability, accessibility, acceptability and adaptability. For this finding on early school leaving, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to early school leaving, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to early school leaving, delegation to another provider does not remove public responsibility. The annual review of early school leaving therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-03", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-20-b005", "type": "PARAGRAPH", "text": "Implementation of early school leaving should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. In relation to early school leaving, the assigned body must have power to act, not merely to request action from another level. Applied to early school leaving, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of early school leaving therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on early school leaving, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-03", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-20-b006", "type": "PARAGRAPH", "text": "The headline result for early school leaving should be challenged at its weakest distribution. Applied to early school leaving, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of early school leaving therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on early school leaving, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on early school leaving, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-03", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-20-b007", "type": "PARAGRAPH", "text": "The strongest verification would examine attendance, attainment and support before departure and measure sustained return rather than registration. The annual review of early school leaving therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on early school leaving, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on early school leaving, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on early school leaving, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-03", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-20-b008", "type": "PARAGRAPH", "text": "For the next annual interval, early school leaving should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Within the evidence on early school leaving, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on early school leaving, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on early school leaving, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-03", "REF-34", "REF-35", "REF-36" ] } ] }, { "id": "sec-iceqc-r-2010-09-21", "partId": "part-iceqc-r-2010-09-iv", "parentId": null, "number": "21", "title": "Technical and vocational relevance", "anchor": "21-technical-and-vocational-relevance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-21-b001", "type": "PARAGRAPH", "text": "The annual evidence on technical and vocational relevance supports a clear finding: skills provision should combine occupational relevance, general learning, safety and progression. This is the principal annual finding for technical and vocational relevance. For national and regional action on technical and vocational relevance, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on technical and vocational relevance, the conclusion should be read with the source period, population and institutional scope stated. In relation to technical and vocational relevance, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-02", "REF-28", "REF-34", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-21-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that narrow courses tied to uncertain local demand can become terminal tracks for disadvantaged learners. In technical and vocational relevance, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For this finding on technical and vocational relevance, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. In relation to technical and vocational relevance, description of a disadvantaged group is not a sufficient explanation. Applied to technical and vocational relevance, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-02", "REF-28", "REF-34", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-21-b003", "type": "PARAGRAPH", "text": "The required response is to involve competent social partners, maintain general capabilities and provide routes to further learning. For this finding on technical and vocational relevance, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. In relation to technical and vocational relevance, it should distinguish immediate protection from medium-term institutional improvement. Applied to technical and vocational relevance, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. The annual review of technical and vocational relevance therefore finds that an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-02", "REF-28", "REF-34", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-21-b004", "type": "PARAGRAPH", "text": "Responsibility for technical and vocational relevance crosses several competent bodies but must retain one accountable owner. In relation to technical and vocational relevance, the assigned body must have power to act, not merely to request action from another level. Applied to technical and vocational relevance, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of technical and vocational relevance therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on technical and vocational relevance, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-02", "REF-28", "REF-34", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-21-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to review curriculum, facilities, teacher competence, completion, placement and continuing education. Applied to technical and vocational relevance, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of technical and vocational relevance therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on technical and vocational relevance, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on technical and vocational relevance, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-02", "REF-28", "REF-34", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-21-b006", "type": "PARAGRAPH", "text": "A favourable account of technical and vocational relevance remains incomplete until reviewers test exceptions and unequal effects. The annual review of technical and vocational relevance therefore finds that reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Within the evidence on technical and vocational relevance, they should also ask whether cost or risk has moved from the public authority to households. For national and regional action on technical and vocational relevance, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For this finding on technical and vocational relevance, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-02", "REF-28", "REF-34", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-21-b007", "type": "PARAGRAPH", "text": "Correction concerning technical and vocational relevance should restore practical opportunity. Within the evidence on technical and vocational relevance, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on technical and vocational relevance, the decision record should name the affected scope, owner, due condition and appeal. For this finding on technical and vocational relevance, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-02", "REF-28", "REF-34", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-21-b008", "type": "PARAGRAPH", "text": "Monitoring of technical and vocational relevance in the coming interval should remain compact, timely and distribution-sensitive. For national and regional action on technical and vocational relevance, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on technical and vocational relevance, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to technical and vocational relevance, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-02", "REF-28", "REF-34", "REF-35" ] } ] }, { "id": "sec-iceqc-r-2010-09-22", "partId": "part-iceqc-r-2010-09-iv", "parentId": null, "number": "22", "title": "Youth transition during weak labour markets", "anchor": "22-youth-transition-during-weak-labour-markets", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-22-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on youth transition during weak labour markets is that the employment shock increases the risk that young people remain outside both learning and decent work. This is the principal annual finding for youth transition during weak labour markets. For this finding on youth transition during weak labour markets, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to youth transition during weak labour markets, the conclusion should be read with the source period, population and institutional scope stated. Applied to youth transition during weak labour markets, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-22-b002", "type": "PARAGRAPH", "text": "Evidence on youth transition during weak labour markets must be read against the fact that short-term labour measures may offer activity without recognised learning or durable progression. In youth transition during weak labour markets, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to youth transition during weak labour markets, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to youth transition during weak labour markets, description of a disadvantaged group is not a sufficient explanation. The annual review of youth transition during weak labour markets therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-22-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should track participation, qualification, work quality and status after the intervention rather than places offered. In relation to youth transition during weak labour markets, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to youth transition during weak labour markets, sampling should include the least convenient location, group or period and should test a transition point. The annual review of youth transition during weak labour markets therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on youth transition during weak labour markets, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-22-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for youth transition during weak labour markets follows from availability, accessibility, acceptability and adaptability. Applied to youth transition during weak labour markets, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of youth transition during weak labour markets therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on youth transition during weak labour markets, delegation to another provider does not remove public responsibility. For national and regional action on youth transition during weak labour markets, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-22-b005", "type": "PARAGRAPH", "text": "Delivery of youth transition during weak labour markets depends on joined authority from national rule to the institution serving learners. The annual review of youth transition during weak labour markets therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on youth transition during weak labour markets, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on youth transition during weak labour markets, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on youth transition during weak labour markets, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-22-b006", "type": "PARAGRAPH", "text": "The principal counter-test for youth transition during weak labour markets is whether a favourable total can coexist with a serious adverse distribution. Within the evidence on youth transition during weak labour markets, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on youth transition during weak labour markets, they should also ask whether cost or risk has moved from the public authority to households. For this finding on youth transition during weak labour markets, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to youth transition during weak labour markets, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-22-b007", "type": "PARAGRAPH", "text": "Remedy in youth transition during weak labour markets must address the educational loss, not only the administrative error. For national and regional action on youth transition during weak labour markets, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For this finding on youth transition during weak labour markets, the decision record should name the affected scope, owner, due condition and appeal. In relation to youth transition during weak labour markets, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-22-b008", "type": "PARAGRAPH", "text": "The next public account of youth transition during weak labour markets needs a balanced set of participation, service, consequence and adverse-case evidence. For this finding on youth transition during weak labour markets, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to youth transition during weak labour markets, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to youth transition during weak labour markets, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-36" ] } ] }, { "id": "sec-iceqc-r-2010-09-23", "partId": "part-iceqc-r-2010-09-iv", "parentId": null, "number": "23", "title": "Adult literacy and second-chance education", "anchor": "23-adult-literacy-and-second-chance-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-23-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that adults excluded from initial schooling require accessible opportunities linked to their purposes and rights. This is the principal annual finding for adult literacy and second-chance education. In relation to adult literacy and second-chance education, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to adult literacy and second-chance education, the conclusion should be read with the source period, population and institutional scope stated. The annual review of adult literacy and second-chance education therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-02", "REF-09", "REF-17", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-23-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give adult literacy and second-chance education a definite regulatory meaning. In relation to adult literacy and second-chance education, national rules should define enforceable entitlement, minimum protection, recognition and remedy. Applied to adult literacy and second-chance education, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. The annual review of adult literacy and second-chance education therefore finds that delegation to another provider does not remove public responsibility. Within the evidence on adult literacy and second-chance education, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-02", "REF-09", "REF-17", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-23-b003", "type": "PARAGRAPH", "text": "The principal pressure is that campaign enrolment and course completion can overstate durable literacy when use, language and continuity are weak. In adult literacy and second-chance education, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of adult literacy and second-chance education therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on adult literacy and second-chance education, description of a disadvantaged group is not a sufficient explanation. For national and regional action on adult literacy and second-chance education, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-02", "REF-09", "REF-17", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-23-b004", "type": "PARAGRAPH", "text": "National and regional authorities should provide sustained, relevant learning with trained facilitators and routes into further education. The annual review of adult literacy and second-chance education therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on adult literacy and second-chance education, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on adult literacy and second-chance education, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on adult literacy and second-chance education, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-02", "REF-09", "REF-17", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-23-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to assess functional use over time and examine participation by sex, language, location and prior schooling. Within the evidence on adult literacy and second-chance education, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on adult literacy and second-chance education, sampling should include the least convenient location, group or period and should test a transition point. For this finding on adult literacy and second-chance education, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to adult literacy and second-chance education, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-02", "REF-09", "REF-17", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-23-b006", "type": "PARAGRAPH", "text": "The operating arrangement for adult literacy and second-chance education should name every material dependency and the body able to resolve it. For national and regional action on adult literacy and second-chance education, the assigned body must have power to act, not merely to request action from another level. For this finding on adult literacy and second-chance education, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to adult literacy and second-chance education, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to adult literacy and second-chance education, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-02", "REF-09", "REF-17", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-23-b007", "type": "PARAGRAPH", "text": "Where adult literacy and second-chance education fails, corrective authority should reach the affected learner and service. For this finding on adult literacy and second-chance education, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to adult literacy and second-chance education, the decision record should name the affected scope, owner, due condition and appeal. Applied to adult literacy and second-chance education, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-02", "REF-09", "REF-17", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-23-b008", "type": "PARAGRAPH", "text": "Annual follow-up on adult literacy and second-chance education should privilege a few decision-relevant measures over an extensive catalogue. In relation to adult literacy and second-chance education, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to adult literacy and second-chance education, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of adult literacy and second-chance education therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-02", "REF-09", "REF-17", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-24", "partId": "part-iceqc-r-2010-09-iv", "parentId": null, "number": "24", "title": "Lifelong learning and recognition", "anchor": "24-lifelong-learning-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-24-b001", "type": "PARAGRAPH", "text": "Learning across institutions, work and community should be recognised without weakening the credibility of awards. This is the principal annual finding for lifelong learning and recognition. Applied to lifelong learning and recognition, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of lifelong learning and recognition therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on lifelong learning and recognition, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-04", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-24-b002", "type": "PARAGRAPH", "text": "A central risk in lifelong learning and recognition is that fragmented programmes oblige learners to repeat learning and disadvantage those with interrupted histories. In lifelong learning and recognition, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of lifelong learning and recognition therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on lifelong learning and recognition, description of a disadvantaged group is not a sufficient explanation. For national and regional action on lifelong learning and recognition, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-04", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-24-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would create transparent transfer and recognition rules with assessment safeguards and advice. The annual review of lifelong learning and recognition therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on lifelong learning and recognition, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on lifelong learning and recognition, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on lifelong learning and recognition, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-04", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-24-b004", "type": "PARAGRAPH", "text": "For lifelong learning and recognition, the applicable standard joins availability, accessibility, acceptability and adaptability. Within the evidence on lifelong learning and recognition, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on lifelong learning and recognition, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on lifelong learning and recognition, delegation to another provider does not remove public responsibility. In relation to lifelong learning and recognition, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-04", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-24-b005", "type": "PARAGRAPH", "text": "Implementation of lifelong learning and recognition should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. For national and regional action on lifelong learning and recognition, the assigned body must have power to act, not merely to request action from another level. For this finding on lifelong learning and recognition, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to lifelong learning and recognition, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to lifelong learning and recognition, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-04", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-24-b006", "type": "PARAGRAPH", "text": "The headline result for lifelong learning and recognition should be challenged at its weakest distribution. For this finding on lifelong learning and recognition, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to lifelong learning and recognition, they should also ask whether cost or risk has moved from the public authority to households. Applied to lifelong learning and recognition, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of lifelong learning and recognition therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-04", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-24-b007", "type": "PARAGRAPH", "text": "The strongest verification would sample recognition decisions, time to placement, appeal and subsequent learner success. In relation to lifelong learning and recognition, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to lifelong learning and recognition, sampling should include the least convenient location, group or period and should test a transition point. The annual review of lifelong learning and recognition therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on lifelong learning and recognition, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-04", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-24-b008", "type": "PARAGRAPH", "text": "For the next annual interval, lifelong learning and recognition should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Applied to lifelong learning and recognition, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of lifelong learning and recognition therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on lifelong learning and recognition, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-04", "REF-34", "REF-35", "REF-36" ] } ] }, { "id": "sec-iceqc-r-2010-09-25", "partId": "part-iceqc-r-2010-09-v", "parentId": null, "number": "25", "title": "Curriculum entitlement and relevance", "anchor": "25-curriculum-entitlement-and-relevance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-25-b001", "type": "PARAGRAPH", "text": "The annual evidence on curriculum entitlement and relevance supports a clear finding: curriculum should secure common capabilities while reflecting learners’ languages, histories and environments. This is the principal annual finding for curriculum entitlement and relevance. The annual review of curriculum entitlement and relevance therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on curriculum entitlement and relevance, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on curriculum entitlement and relevance, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-25-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that overloaded or culturally distant programmes reduce comprehension and encourage superficial coverage. In curriculum entitlement and relevance, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Within the evidence on curriculum entitlement and relevance, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For national and regional action on curriculum entitlement and relevance, description of a disadvantaged group is not a sufficient explanation. For this finding on curriculum entitlement and relevance, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-25-b003", "type": "PARAGRAPH", "text": "The required response is to define essential progression and authorise well-supported contextualisation with community participation. Within the evidence on curriculum entitlement and relevance, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For national and regional action on curriculum entitlement and relevance, it should distinguish immediate protection from medium-term institutional improvement. For this finding on curriculum entitlement and relevance, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. In relation to curriculum entitlement and relevance, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-25-b004", "type": "PARAGRAPH", "text": "Responsibility for curriculum entitlement and relevance crosses several competent bodies but must retain one accountable owner. For national and regional action on curriculum entitlement and relevance, the assigned body must have power to act, not merely to request action from another level. For this finding on curriculum entitlement and relevance, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to curriculum entitlement and relevance, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to curriculum entitlement and relevance, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-25-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to compare intended, taught, assessed and learned curriculum across contrasting settings. For this finding on curriculum entitlement and relevance, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to curriculum entitlement and relevance, sampling should include the least convenient location, group or period and should test a transition point. Applied to curriculum entitlement and relevance, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of curriculum entitlement and relevance therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-25-b006", "type": "PARAGRAPH", "text": "A favourable account of curriculum entitlement and relevance remains incomplete until reviewers test exceptions and unequal effects. In relation to curriculum entitlement and relevance, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Applied to curriculum entitlement and relevance, they should also ask whether cost or risk has moved from the public authority to households. The annual review of curriculum entitlement and relevance therefore finds that a contradiction between expenditure, reported activity and learner experience should be investigated at source. Within the evidence on curriculum entitlement and relevance, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-25-b007", "type": "PARAGRAPH", "text": "Correction concerning curriculum entitlement and relevance should restore practical opportunity. Applied to curriculum entitlement and relevance, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of curriculum entitlement and relevance therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on curriculum entitlement and relevance, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-25-b008", "type": "PARAGRAPH", "text": "Monitoring of curriculum entitlement and relevance in the coming interval should remain compact, timely and distribution-sensitive. The annual review of curriculum entitlement and relevance therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on curriculum entitlement and relevance, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on curriculum entitlement and relevance, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-15" ] } ] }, { "id": "sec-iceqc-r-2010-09-26", "partId": "part-iceqc-r-2010-09-v", "parentId": null, "number": "26", "title": "Language of instruction", "anchor": "26-language-of-instruction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-26-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on language of instruction is that early learning in an unfamiliar language can create a lasting gap even where formal access is equal. This is the principal annual finding for language of instruction. Within the evidence on language of instruction, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on language of instruction, the conclusion should be read with the source period, population and institutional scope stated. For this finding on language of instruction, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-26-b002", "type": "PARAGRAPH", "text": "Evidence on language of instruction must be read against the fact that language transitions are frequently underplanned and materials and teachers are insufficient. In language of instruction, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on language of instruction, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on language of instruction, description of a disadvantaged group is not a sufficient explanation. In relation to language of instruction, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-26-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should assess comprehension, progression, teacher capability and material availability in each language. For national and regional action on language of instruction, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on language of instruction, sampling should include the least convenient location, group or period and should test a transition point. In relation to language of instruction, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to language of instruction, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-26-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for language of instruction follows from availability, accessibility, acceptability and adaptability. For this finding on language of instruction, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to language of instruction, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to language of instruction, delegation to another provider does not remove public responsibility. The annual review of language of instruction therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-26-b005", "type": "PARAGRAPH", "text": "Delivery of language of instruction depends on joined authority from national rule to the institution serving learners. In relation to language of instruction, the assigned body must have power to act, not merely to request action from another level. Applied to language of instruction, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of language of instruction therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on language of instruction, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-26-b006", "type": "PARAGRAPH", "text": "The principal counter-test for language of instruction is whether a favourable total can coexist with a serious adverse distribution. Applied to language of instruction, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of language of instruction therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on language of instruction, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on language of instruction, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-26-b007", "type": "PARAGRAPH", "text": "Remedy in language of instruction must address the educational loss, not only the administrative error. The annual review of language of instruction therefore finds that depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Within the evidence on language of instruction, the decision record should name the affected scope, owner, due condition and appeal. For national and regional action on language of instruction, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-26-b008", "type": "PARAGRAPH", "text": "The next public account of language of instruction needs a balanced set of participation, service, consequence and adverse-case evidence. Within the evidence on language of instruction, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on language of instruction, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on language of instruction, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-06", "REF-07", "REF-09", "REF-20" ] } ] }, { "id": "sec-iceqc-r-2010-09-27", "partId": "part-iceqc-r-2010-09-v", "parentId": null, "number": "27", "title": "Instructional time and its use", "anchor": "27-instructional-time-and-its-use", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-27-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that official calendars establish opportunity only when schools open, teachers teach and learners can attend. This is the principal annual finding for instructional time and its use. For national and regional action on instructional time and its use, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on instructional time and its use, the conclusion should be read with the source period, population and institutional scope stated. In relation to instructional time and its use, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-27-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give instructional time and its use a definite regulatory meaning. For national and regional action on instructional time and its use, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For this finding on instructional time and its use, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. In relation to instructional time and its use, delegation to another provider does not remove public responsibility. Applied to instructional time and its use, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-27-b003", "type": "PARAGRAPH", "text": "The principal pressure is that closure, late arrival, absence, administration and weak classroom organisation reduce effective time unevenly. In instructional time and its use, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to instructional time and its use, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to instructional time and its use, description of a disadvantaged group is not a sufficient explanation. The annual review of instructional time and its use therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-27-b004", "type": "PARAGRAPH", "text": "National and regional authorities should record and protect delivered teaching and recover material losses. In relation to instructional time and its use, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to instructional time and its use, it should distinguish immediate protection from medium-term institutional improvement. The annual review of instructional time and its use therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on instructional time and its use, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-27-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to triangulate timetables, attendance, observation and learner work rather than accepting scheduled days. Applied to instructional time and its use, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of instructional time and its use therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on instructional time and its use, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on instructional time and its use, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-27-b006", "type": "PARAGRAPH", "text": "The operating arrangement for instructional time and its use should name every material dependency and the body able to resolve it. The annual review of instructional time and its use therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on instructional time and its use, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on instructional time and its use, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on instructional time and its use, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-27-b007", "type": "PARAGRAPH", "text": "Where instructional time and its use fails, corrective authority should reach the affected learner and service. Within the evidence on instructional time and its use, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on instructional time and its use, the decision record should name the affected scope, owner, due condition and appeal. For this finding on instructional time and its use, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-27-b008", "type": "PARAGRAPH", "text": "Annual follow-up on instructional time and its use should privilege a few decision-relevant measures over an extensive catalogue. For national and regional action on instructional time and its use, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on instructional time and its use, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to instructional time and its use, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-21" ] } ] }, { "id": "sec-iceqc-r-2010-09-28", "partId": "part-iceqc-r-2010-09-v", "parentId": null, "number": "28", "title": "Classroom practice and feedback", "anchor": "28-classroom-practice-and-feedback", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-28-b001", "type": "PARAGRAPH", "text": "Learning improves when teaching makes aims clear, elicits thinking and gives usable feedback. This is the principal annual finding for classroom practice and feedback. For this finding on classroom practice and feedback, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to classroom practice and feedback, the conclusion should be read with the source period, population and institutional scope stated. Applied to classroom practice and feedback, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-28-b002", "type": "PARAGRAPH", "text": "A central risk in classroom practice and feedback is that copying, recitation without understanding and unsupported individual work can fill time without advancing learning. In classroom practice and feedback, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to classroom practice and feedback, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to classroom practice and feedback, description of a disadvantaged group is not a sufficient explanation. The annual review of classroom practice and feedback therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-28-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would prepare and support teachers to use structured, responsive methods suited to class composition. In relation to classroom practice and feedback, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to classroom practice and feedback, it should distinguish immediate protection from medium-term institutional improvement. The annual review of classroom practice and feedback therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on classroom practice and feedback, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-28-b004", "type": "PARAGRAPH", "text": "For classroom practice and feedback, the applicable standard joins availability, accessibility, acceptability and adaptability. Applied to classroom practice and feedback, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of classroom practice and feedback therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on classroom practice and feedback, delegation to another provider does not remove public responsibility. For national and regional action on classroom practice and feedback, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-28-b005", "type": "PARAGRAPH", "text": "Implementation of classroom practice and feedback should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. The annual review of classroom practice and feedback therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on classroom practice and feedback, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on classroom practice and feedback, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on classroom practice and feedback, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-28-b006", "type": "PARAGRAPH", "text": "The headline result for classroom practice and feedback should be challenged at its weakest distribution. Within the evidence on classroom practice and feedback, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on classroom practice and feedback, they should also ask whether cost or risk has moved from the public authority to households. For this finding on classroom practice and feedback, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to classroom practice and feedback, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-28-b007", "type": "PARAGRAPH", "text": "The strongest verification would observe lessons and examine sequences of learner work and feedback over time. For national and regional action on classroom practice and feedback, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on classroom practice and feedback, sampling should include the least convenient location, group or period and should test a transition point. In relation to classroom practice and feedback, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to classroom practice and feedback, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-28-b008", "type": "PARAGRAPH", "text": "For the next annual interval, classroom practice and feedback should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. For this finding on classroom practice and feedback, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to classroom practice and feedback, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to classroom practice and feedback, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] } ] }, { "id": "sec-iceqc-r-2010-09-29", "partId": "part-iceqc-r-2010-09-v", "parentId": null, "number": "29", "title": "Assessment validity and fairness", "anchor": "29-assessment-validity-and-fairness", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-29-b001", "type": "PARAGRAPH", "text": "The annual evidence on assessment validity and fairness supports a clear finding: assessment should support learning and make defensible decisions about progression and certification. This is the principal annual finding for assessment validity and fairness. In relation to assessment validity and fairness, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to assessment validity and fairness, the conclusion should be read with the source period, population and institutional scope stated. The annual review of assessment validity and fairness therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-03", "REF-04", "REF-12", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-29-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that high-stakes examinations can narrow teaching and magnify language, location and income advantages. In assessment validity and fairness, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Applied to assessment validity and fairness, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. The annual review of assessment validity and fairness therefore finds that description of a disadvantaged group is not a sufficient explanation. Within the evidence on assessment validity and fairness, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-03", "REF-04", "REF-12", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-29-b003", "type": "PARAGRAPH", "text": "The required response is to balance formative and summative purposes and provide moderation, accommodation and appeal. Applied to assessment validity and fairness, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. The annual review of assessment validity and fairness therefore finds that it should distinguish immediate protection from medium-term institutional improvement. Within the evidence on assessment validity and fairness, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For national and regional action on assessment validity and fairness, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-03", "REF-04", "REF-12", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-29-b004", "type": "PARAGRAPH", "text": "Responsibility for assessment validity and fairness crosses several competent bodies but must retain one accountable owner. The annual review of assessment validity and fairness therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on assessment validity and fairness, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on assessment validity and fairness, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on assessment validity and fairness, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-03", "REF-04", "REF-12", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-29-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to review content coverage, administration, group differences, scoring consistency and decision consequences. Within the evidence on assessment validity and fairness, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on assessment validity and fairness, sampling should include the least convenient location, group or period and should test a transition point. For this finding on assessment validity and fairness, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to assessment validity and fairness, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-03", "REF-04", "REF-12", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-29-b006", "type": "PARAGRAPH", "text": "A favourable account of assessment validity and fairness remains incomplete until reviewers test exceptions and unequal effects. For national and regional action on assessment validity and fairness, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For this finding on assessment validity and fairness, they should also ask whether cost or risk has moved from the public authority to households. In relation to assessment validity and fairness, a contradiction between expenditure, reported activity and learner experience should be investigated at source. Applied to assessment validity and fairness, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-03", "REF-04", "REF-12", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-29-b007", "type": "PARAGRAPH", "text": "Correction concerning assessment validity and fairness should restore practical opportunity. For this finding on assessment validity and fairness, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to assessment validity and fairness, the decision record should name the affected scope, owner, due condition and appeal. Applied to assessment validity and fairness, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-03", "REF-04", "REF-12", "REF-21" ] }, { "id": "sec-iceqc-r-2010-09-29-b008", "type": "PARAGRAPH", "text": "Monitoring of assessment validity and fairness in the coming interval should remain compact, timely and distribution-sensitive. In relation to assessment validity and fairness, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to assessment validity and fairness, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of assessment validity and fairness therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-03", "REF-04", "REF-12", "REF-21" ] } ] }, { "id": "sec-iceqc-r-2010-09-30", "partId": "part-iceqc-r-2010-09-v", "parentId": null, "number": "30", "title": "Learning materials and libraries", "anchor": "30-learning-materials-and-libraries", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-30-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on learning materials and libraries is that learners require timely access to accurate, comprehensible and culturally respectful resources. This is the principal annual finding for learning materials and libraries. Applied to learning materials and libraries, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of learning materials and libraries therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on learning materials and libraries, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-09", "REF-15", "REF-18", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-30-b002", "type": "PARAGRAPH", "text": "Evidence on learning materials and libraries must be read against the fact that national procurement totals can hide late delivery, wrong language, poor durability and unequal classroom access. In learning materials and libraries, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of learning materials and libraries therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on learning materials and libraries, description of a disadvantaged group is not a sufficient explanation. For national and regional action on learning materials and libraries, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-09", "REF-15", "REF-18", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-30-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should trace sampled materials from purchase to regular learner use and replacement. The annual review of learning materials and libraries therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on learning materials and libraries, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on learning materials and libraries, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on learning materials and libraries, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-09", "REF-15", "REF-18", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-30-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for learning materials and libraries follows from availability, accessibility, acceptability and adaptability. Within the evidence on learning materials and libraries, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on learning materials and libraries, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on learning materials and libraries, delegation to another provider does not remove public responsibility. In relation to learning materials and libraries, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-09", "REF-15", "REF-18", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-30-b005", "type": "PARAGRAPH", "text": "Delivery of learning materials and libraries depends on joined authority from national rule to the institution serving learners. For national and regional action on learning materials and libraries, the assigned body must have power to act, not merely to request action from another level. For this finding on learning materials and libraries, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to learning materials and libraries, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to learning materials and libraries, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-09", "REF-15", "REF-18", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-30-b006", "type": "PARAGRAPH", "text": "The principal counter-test for learning materials and libraries is whether a favourable total can coexist with a serious adverse distribution. For this finding on learning materials and libraries, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to learning materials and libraries, they should also ask whether cost or risk has moved from the public authority to households. Applied to learning materials and libraries, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of learning materials and libraries therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-09", "REF-15", "REF-18", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-30-b007", "type": "PARAGRAPH", "text": "Remedy in learning materials and libraries must address the educational loss, not only the administrative error. In relation to learning materials and libraries, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Applied to learning materials and libraries, the decision record should name the affected scope, owner, due condition and appeal. The annual review of learning materials and libraries therefore finds that closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-09", "REF-15", "REF-18", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-30-b008", "type": "PARAGRAPH", "text": "The next public account of learning materials and libraries needs a balanced set of participation, service, consequence and adverse-case evidence. Applied to learning materials and libraries, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of learning materials and libraries therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on learning materials and libraries, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-09", "REF-15", "REF-18", "REF-20" ] } ] }, { "id": "sec-iceqc-r-2010-09-31", "partId": "part-iceqc-r-2010-09-vi", "parentId": null, "number": "31", "title": "Teacher supply and equitable distribution", "anchor": "31-teacher-supply-and-equitable-distribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-31-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that the global need for additional teachers must be met without concentrating unqualified or temporary personnel in disadvantaged areas. This is the principal annual finding for teacher supply and equitable distribution. The annual review of teacher supply and equitable distribution therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on teacher supply and equitable distribution, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on teacher supply and equitable distribution, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-31-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give teacher supply and equitable distribution a definite regulatory meaning. The annual review of teacher supply and equitable distribution therefore finds that national rules should define enforceable entitlement, minimum protection, recognition and remedy. Within the evidence on teacher supply and equitable distribution, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For national and regional action on teacher supply and equitable distribution, delegation to another provider does not remove public responsibility. For this finding on teacher supply and equitable distribution, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-31-b003", "type": "PARAGRAPH", "text": "The principal pressure is that national pupil-teacher ratios conceal vacancy, subject shortage, turnover and uneven experience. In teacher supply and equitable distribution, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on teacher supply and equitable distribution, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on teacher supply and equitable distribution, description of a disadvantaged group is not a sufficient explanation. In relation to teacher supply and equitable distribution, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-31-b004", "type": "PARAGRAPH", "text": "National and regional authorities should plan recruitment and assignment by actual service requirement and provide incentives and decent conditions. For national and regional action on teacher supply and equitable distribution, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on teacher supply and equitable distribution, it should distinguish immediate protection from medium-term institutional improvement. In relation to teacher supply and equitable distribution, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to teacher supply and equitable distribution, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-31-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to verify filled teaching time, qualification, subject coverage and turnover at the least-served institutions. For this finding on teacher supply and equitable distribution, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to teacher supply and equitable distribution, sampling should include the least convenient location, group or period and should test a transition point. Applied to teacher supply and equitable distribution, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of teacher supply and equitable distribution therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-31-b006", "type": "PARAGRAPH", "text": "The operating arrangement for teacher supply and equitable distribution should name every material dependency and the body able to resolve it. In relation to teacher supply and equitable distribution, the assigned body must have power to act, not merely to request action from another level. Applied to teacher supply and equitable distribution, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of teacher supply and equitable distribution therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on teacher supply and equitable distribution, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-31-b007", "type": "PARAGRAPH", "text": "Where teacher supply and equitable distribution fails, corrective authority should reach the affected learner and service. Applied to teacher supply and equitable distribution, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of teacher supply and equitable distribution therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on teacher supply and equitable distribution, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-31-b008", "type": "PARAGRAPH", "text": "Annual follow-up on teacher supply and equitable distribution should privilege a few decision-relevant measures over an extensive catalogue. The annual review of teacher supply and equitable distribution therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on teacher supply and equitable distribution, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on teacher supply and equitable distribution, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-32", "partId": "part-iceqc-r-2010-09-vi", "parentId": null, "number": "32", "title": "Initial teacher education", "anchor": "32-initial-teacher-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-32-b001", "type": "PARAGRAPH", "text": "Entry preparation should connect subject knowledge, pedagogy, inclusion, language and supervised practice. This is the principal annual finding for initial teacher education. Within the evidence on initial teacher education, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on initial teacher education, the conclusion should be read with the source period, population and institutional scope stated. For this finding on initial teacher education, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-32-b002", "type": "PARAGRAPH", "text": "A central risk in initial teacher education is that rapid expansion can shorten preparation and separate theory from the conditions of first appointment. In initial teacher education, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on initial teacher education, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on initial teacher education, description of a disadvantaged group is not a sufficient explanation. In relation to initial teacher education, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-32-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would set clear competence outcomes and provide assessed practice in diverse settings. For national and regional action on initial teacher education, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on initial teacher education, it should distinguish immediate protection from medium-term institutional improvement. In relation to initial teacher education, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to initial teacher education, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-32-b004", "type": "PARAGRAPH", "text": "For initial teacher education, the applicable standard joins availability, accessibility, acceptability and adaptability. For this finding on initial teacher education, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to initial teacher education, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to initial teacher education, delegation to another provider does not remove public responsibility. The annual review of initial teacher education therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-32-b005", "type": "PARAGRAPH", "text": "Implementation of initial teacher education should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. In relation to initial teacher education, the assigned body must have power to act, not merely to request action from another level. Applied to initial teacher education, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of initial teacher education therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on initial teacher education, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-32-b006", "type": "PARAGRAPH", "text": "The headline result for initial teacher education should be challenged at its weakest distribution. Applied to initial teacher education, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of initial teacher education therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on initial teacher education, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on initial teacher education, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-32-b007", "type": "PARAGRAPH", "text": "The strongest verification would sample candidate work, observed teaching, assessment decisions and early-career performance. The annual review of initial teacher education therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on initial teacher education, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on initial teacher education, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on initial teacher education, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-32-b008", "type": "PARAGRAPH", "text": "For the next annual interval, initial teacher education should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Within the evidence on initial teacher education, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on initial teacher education, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on initial teacher education, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-10", "REF-11", "REF-15", "REF-18" ] } ] }, { "id": "sec-iceqc-r-2010-09-33", "partId": "part-iceqc-r-2010-09-vi", "parentId": null, "number": "33", "title": "Continuing professional learning", "anchor": "33-continuing-professional-learning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-33-b001", "type": "PARAGRAPH", "text": "The annual evidence on continuing professional learning supports a clear finding: teachers need sustained opportunities to strengthen practice as curriculum and learner needs change. This is the principal annual finding for continuing professional learning. For national and regional action on continuing professional learning, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on continuing professional learning, the conclusion should be read with the source period, population and institutional scope stated. In relation to continuing professional learning, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-15", "REF-18", "REF-23", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-33-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that one-off workshops remove teachers from class but may not alter planning, teaching or assessment. In continuing professional learning, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For this finding on continuing professional learning, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. In relation to continuing professional learning, description of a disadvantaged group is not a sufficient explanation. Applied to continuing professional learning, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-15", "REF-18", "REF-23", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-33-b003", "type": "PARAGRAPH", "text": "The required response is to link collaborative learning, mentoring and suitable resources to identified classroom needs. For this finding on continuing professional learning, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. In relation to continuing professional learning, it should distinguish immediate protection from medium-term institutional improvement. Applied to continuing professional learning, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. The annual review of continuing professional learning therefore finds that an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-15", "REF-18", "REF-23", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-33-b004", "type": "PARAGRAPH", "text": "Responsibility for continuing professional learning crosses several competent bodies but must retain one accountable owner. In relation to continuing professional learning, the assigned body must have power to act, not merely to request action from another level. Applied to continuing professional learning, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of continuing professional learning therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on continuing professional learning, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-15", "REF-18", "REF-23", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-33-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to compare intended change with later lessons, learner work and teacher reflection. Applied to continuing professional learning, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of continuing professional learning therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on continuing professional learning, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on continuing professional learning, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-15", "REF-18", "REF-23", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-33-b006", "type": "PARAGRAPH", "text": "A favourable account of continuing professional learning remains incomplete until reviewers test exceptions and unequal effects. The annual review of continuing professional learning therefore finds that reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Within the evidence on continuing professional learning, they should also ask whether cost or risk has moved from the public authority to households. For national and regional action on continuing professional learning, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For this finding on continuing professional learning, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-15", "REF-18", "REF-23", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-33-b007", "type": "PARAGRAPH", "text": "Correction concerning continuing professional learning should restore practical opportunity. Within the evidence on continuing professional learning, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on continuing professional learning, the decision record should name the affected scope, owner, due condition and appeal. For this finding on continuing professional learning, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-15", "REF-18", "REF-23", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-33-b008", "type": "PARAGRAPH", "text": "Monitoring of continuing professional learning in the coming interval should remain compact, timely and distribution-sensitive. For national and regional action on continuing professional learning, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on continuing professional learning, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to continuing professional learning, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-15", "REF-18", "REF-23", "REF-35" ] } ] }, { "id": "sec-iceqc-r-2010-09-34", "partId": "part-iceqc-r-2010-09-vi", "parentId": null, "number": "34", "title": "Teacher attendance and support", "anchor": "34-teacher-attendance-and-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-34-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on teacher attendance and support is that reliable presence depends on fair management, pay, housing, safety, workload and professional support. This is the principal annual finding for teacher attendance and support. For this finding on teacher attendance and support, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to teacher attendance and support, the conclusion should be read with the source period, population and institutional scope stated. Applied to teacher attendance and support, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-34-b002", "type": "PARAGRAPH", "text": "Evidence on teacher attendance and support must be read against the fact that punitive attendance controls alone do not resolve vacancies, delayed salaries or unsafe assignments. In teacher attendance and support, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to teacher attendance and support, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to teacher attendance and support, description of a disadvantaged group is not a sufficient explanation. The annual review of teacher attendance and support therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-34-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should analyse absence cause, duration, substitute teaching and learner time lost. In relation to teacher attendance and support, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to teacher attendance and support, sampling should include the least convenient location, group or period and should test a transition point. The annual review of teacher attendance and support therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on teacher attendance and support, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-34-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for teacher attendance and support follows from availability, accessibility, acceptability and adaptability. Applied to teacher attendance and support, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of teacher attendance and support therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on teacher attendance and support, delegation to another provider does not remove public responsibility. For national and regional action on teacher attendance and support, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-34-b005", "type": "PARAGRAPH", "text": "Delivery of teacher attendance and support depends on joined authority from national rule to the institution serving learners. The annual review of teacher attendance and support therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on teacher attendance and support, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on teacher attendance and support, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on teacher attendance and support, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-34-b006", "type": "PARAGRAPH", "text": "The principal counter-test for teacher attendance and support is whether a favourable total can coexist with a serious adverse distribution. Within the evidence on teacher attendance and support, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on teacher attendance and support, they should also ask whether cost or risk has moved from the public authority to households. For this finding on teacher attendance and support, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to teacher attendance and support, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-34-b007", "type": "PARAGRAPH", "text": "Remedy in teacher attendance and support must address the educational loss, not only the administrative error. For national and regional action on teacher attendance and support, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For this finding on teacher attendance and support, the decision record should name the affected scope, owner, due condition and appeal. In relation to teacher attendance and support, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-34-b008", "type": "PARAGRAPH", "text": "The next public account of teacher attendance and support needs a balanced set of participation, service, consequence and adverse-case evidence. For this finding on teacher attendance and support, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to teacher attendance and support, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to teacher attendance and support, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-15", "REF-18", "REF-28" ] } ] }, { "id": "sec-iceqc-r-2010-09-35", "partId": "part-iceqc-r-2010-09-vi", "parentId": null, "number": "35", "title": "School leadership for learning and inclusion", "anchor": "35-school-leadership-for-learning-and-inclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-35-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that leaders mediate national policy through staffing, time, climate, community relations and use of evidence. This is the principal annual finding for school leadership for learning and inclusion. In relation to school leadership for learning and inclusion, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to school leadership for learning and inclusion, the conclusion should be read with the source period, population and institutional scope stated. The annual review of school leadership for learning and inclusion therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-10", "REF-15", "REF-18", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-35-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give school leadership for learning and inclusion a definite regulatory meaning. In relation to school leadership for learning and inclusion, national rules should define enforceable entitlement, minimum protection, recognition and remedy. Applied to school leadership for learning and inclusion, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. The annual review of school leadership for learning and inclusion therefore finds that delegation to another provider does not remove public responsibility. Within the evidence on school leadership for learning and inclusion, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-10", "REF-15", "REF-18", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-35-b003", "type": "PARAGRAPH", "text": "The principal pressure is that administrative overload and weak authority can displace instructional leadership. In school leadership for learning and inclusion, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of school leadership for learning and inclusion therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on school leadership for learning and inclusion, description of a disadvantaged group is not a sufficient explanation. For national and regional action on school leadership for learning and inclusion, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-10", "REF-15", "REF-18", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-35-b004", "type": "PARAGRAPH", "text": "National and regional authorities should clarify responsibility, provide preparation and protect time for teaching quality and learner support. The annual review of school leadership for learning and inclusion therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on school leadership for learning and inclusion, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on school leadership for learning and inclusion, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on school leadership for learning and inclusion, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-10", "REF-15", "REF-18", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-35-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to review decisions, classroom follow-up, staff development and correction of participation gaps. Within the evidence on school leadership for learning and inclusion, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on school leadership for learning and inclusion, sampling should include the least convenient location, group or period and should test a transition point. For this finding on school leadership for learning and inclusion, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to school leadership for learning and inclusion, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-10", "REF-15", "REF-18", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-35-b006", "type": "PARAGRAPH", "text": "The operating arrangement for school leadership for learning and inclusion should name every material dependency and the body able to resolve it. For national and regional action on school leadership for learning and inclusion, the assigned body must have power to act, not merely to request action from another level. For this finding on school leadership for learning and inclusion, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to school leadership for learning and inclusion, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to school leadership for learning and inclusion, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-10", "REF-15", "REF-18", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-35-b007", "type": "PARAGRAPH", "text": "Where school leadership for learning and inclusion fails, corrective authority should reach the affected learner and service. For this finding on school leadership for learning and inclusion, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to school leadership for learning and inclusion, the decision record should name the affected scope, owner, due condition and appeal. Applied to school leadership for learning and inclusion, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-10", "REF-15", "REF-18", "REF-35" ] }, { "id": "sec-iceqc-r-2010-09-35-b008", "type": "PARAGRAPH", "text": "Annual follow-up on school leadership for learning and inclusion should privilege a few decision-relevant measures over an extensive catalogue. In relation to school leadership for learning and inclusion, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to school leadership for learning and inclusion, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of school leadership for learning and inclusion therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-10", "REF-15", "REF-18", "REF-35" ] } ] }, { "id": "sec-iceqc-r-2010-09-36", "partId": "part-iceqc-r-2010-09-vi", "parentId": null, "number": "36", "title": "Workforce dignity, voice and accountability", "anchor": "36-workforce-dignity-voice-and-accountability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-36-b001", "type": "PARAGRAPH", "text": "Education reform depends on personnel who are respected, heard and accountable for professional duties. This is the principal annual finding for workforce dignity, voice and accountability. Applied to workforce dignity, voice and accountability, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of workforce dignity, voice and accountability therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on workforce dignity, voice and accountability, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-36-b002", "type": "PARAGRAPH", "text": "A central risk in workforce dignity, voice and accountability is that reform imposed without dialogue can weaken trust while weak accountability leaves learners unprotected. In workforce dignity, voice and accountability, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of workforce dignity, voice and accountability therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on workforce dignity, voice and accountability, description of a disadvantaged group is not a sufficient explanation. For national and regional action on workforce dignity, voice and accountability, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-36-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would use transparent employment rules, social dialogue, professional standards and fair disciplinary routes. The annual review of workforce dignity, voice and accountability therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on workforce dignity, voice and accountability, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on workforce dignity, voice and accountability, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on workforce dignity, voice and accountability, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-36-b004", "type": "PARAGRAPH", "text": "For workforce dignity, voice and accountability, the applicable standard joins availability, accessibility, acceptability and adaptability. Within the evidence on workforce dignity, voice and accountability, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on workforce dignity, voice and accountability, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on workforce dignity, voice and accountability, delegation to another provider does not remove public responsibility. In relation to workforce dignity, voice and accountability, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-36-b005", "type": "PARAGRAPH", "text": "Implementation of workforce dignity, voice and accountability should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. For national and regional action on workforce dignity, voice and accountability, the assigned body must have power to act, not merely to request action from another level. For this finding on workforce dignity, voice and accountability, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to workforce dignity, voice and accountability, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to workforce dignity, voice and accountability, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-36-b006", "type": "PARAGRAPH", "text": "The headline result for workforce dignity, voice and accountability should be challenged at its weakest distribution. For this finding on workforce dignity, voice and accountability, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to workforce dignity, voice and accountability, they should also ask whether cost or risk has moved from the public authority to households. Applied to workforce dignity, voice and accountability, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of workforce dignity, voice and accountability therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-36-b007", "type": "PARAGRAPH", "text": "The strongest verification would examine timeliness, consistency, participation and learner consequence in workforce decisions. In relation to workforce dignity, voice and accountability, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to workforce dignity, voice and accountability, sampling should include the least convenient location, group or period and should test a transition point. The annual review of workforce dignity, voice and accountability therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on workforce dignity, voice and accountability, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-36-b008", "type": "PARAGRAPH", "text": "For the next annual interval, workforce dignity, voice and accountability should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Applied to workforce dignity, voice and accountability, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of workforce dignity, voice and accountability therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on workforce dignity, voice and accountability, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-28" ] } ] }, { "id": "sec-iceqc-r-2010-09-37", "partId": "part-iceqc-r-2010-09-vii", "parentId": null, "number": "37", "title": "Education finance after the global downturn", "anchor": "37-education-finance-after-the-global-downturn", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-37-b001", "type": "PARAGRAPH", "text": "The annual evidence on education finance after the global downturn supports a clear finding: economic recovery remains uneven and fiscal conditions continue to threaten education budgets and households. This is the principal annual finding for education finance after the global downturn. The annual review of education finance after the global downturn therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on education finance after the global downturn, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on education finance after the global downturn, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-37-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that aggregate budget stability can conceal reduced real value, late release and local service cuts. In education finance after the global downturn, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Within the evidence on education finance after the global downturn, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For national and regional action on education finance after the global downturn, description of a disadvantaged group is not a sufficient explanation. For this finding on education finance after the global downturn, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-37-b003", "type": "PARAGRAPH", "text": "The required response is to protect essential teaching and equity measures under realistic medium-term scenarios. Within the evidence on education finance after the global downturn, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For national and regional action on education finance after the global downturn, it should distinguish immediate protection from medium-term institutional improvement. For this finding on education finance after the global downturn, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. In relation to education finance after the global downturn, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-37-b004", "type": "PARAGRAPH", "text": "Responsibility for education finance after the global downturn crosses several competent bodies but must retain one accountable owner. For national and regional action on education finance after the global downturn, the assigned body must have power to act, not merely to request action from another level. For this finding on education finance after the global downturn, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to education finance after the global downturn, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to education finance after the global downturn, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-37-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to compare appropriation, release, purchasing power, local receipt and delivered service. For this finding on education finance after the global downturn, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to education finance after the global downturn, sampling should include the least convenient location, group or period and should test a transition point. Applied to education finance after the global downturn, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of education finance after the global downturn therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-37-b006", "type": "PARAGRAPH", "text": "A favourable account of education finance after the global downturn remains incomplete until reviewers test exceptions and unequal effects. In relation to education finance after the global downturn, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Applied to education finance after the global downturn, they should also ask whether cost or risk has moved from the public authority to households. The annual review of education finance after the global downturn therefore finds that a contradiction between expenditure, reported activity and learner experience should be investigated at source. Within the evidence on education finance after the global downturn, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-37-b007", "type": "PARAGRAPH", "text": "Correction concerning education finance after the global downturn should restore practical opportunity. Applied to education finance after the global downturn, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of education finance after the global downturn therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on education finance after the global downturn, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-37-b008", "type": "PARAGRAPH", "text": "Monitoring of education finance after the global downturn in the coming interval should remain compact, timely and distribution-sensitive. The annual review of education finance after the global downturn therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on education finance after the global downturn, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on education finance after the global downturn, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-38", "partId": "part-iceqc-r-2010-09-vii", "parentId": null, "number": "38", "title": "Budget incidence and equity", "anchor": "38-budget-incidence-and-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-38-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on budget incidence and equity is that equal formulas do not meet unequal costs associated with poverty, remoteness, disability, language and displacement. This is the principal annual finding for budget incidence and equity. Within the evidence on budget incidence and equity, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on budget incidence and equity, the conclusion should be read with the source period, population and institutional scope stated. For this finding on budget incidence and equity, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-38-b002", "type": "PARAGRAPH", "text": "Evidence on budget incidence and equity must be read against the fact that resources may follow historical institutions rather than current learner need. In budget incidence and equity, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on budget incidence and equity, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on budget incidence and equity, description of a disadvantaged group is not a sufficient explanation. In relation to budget incidence and equity, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-38-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should estimate who benefits from expenditure and verify provision in the highest-cost locations. For national and regional action on budget incidence and equity, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on budget incidence and equity, sampling should include the least convenient location, group or period and should test a transition point. In relation to budget incidence and equity, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to budget incidence and equity, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-38-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for budget incidence and equity follows from availability, accessibility, acceptability and adaptability. For this finding on budget incidence and equity, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to budget incidence and equity, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to budget incidence and equity, delegation to another provider does not remove public responsibility. The annual review of budget incidence and equity therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-38-b005", "type": "PARAGRAPH", "text": "Delivery of budget incidence and equity depends on joined authority from national rule to the institution serving learners. In relation to budget incidence and equity, the assigned body must have power to act, not merely to request action from another level. Applied to budget incidence and equity, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of budget incidence and equity therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on budget incidence and equity, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-38-b006", "type": "PARAGRAPH", "text": "The principal counter-test for budget incidence and equity is whether a favourable total can coexist with a serious adverse distribution. Applied to budget incidence and equity, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of budget incidence and equity therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on budget incidence and equity, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on budget incidence and equity, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-38-b007", "type": "PARAGRAPH", "text": "Remedy in budget incidence and equity must address the educational loss, not only the administrative error. The annual review of budget incidence and equity therefore finds that depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Within the evidence on budget incidence and equity, the decision record should name the affected scope, owner, due condition and appeal. For national and regional action on budget incidence and equity, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-38-b008", "type": "PARAGRAPH", "text": "The next public account of budget incidence and equity needs a balanced set of participation, service, consequence and adverse-case evidence. Within the evidence on budget incidence and equity, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on budget incidence and equity, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on budget incidence and equity, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-18", "REF-21", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-39", "partId": "part-iceqc-r-2010-09-vii", "parentId": null, "number": "39", "title": "Household vulnerability and demand", "anchor": "39-household-vulnerability-and-demand", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-39-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that job and income loss can reduce attendance even before public expenditure changes. This is the principal annual finding for household vulnerability and demand. For national and regional action on household vulnerability and demand, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on household vulnerability and demand, the conclusion should be read with the source period, population and institutional scope stated. In relation to household vulnerability and demand, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-17", "REF-22", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-39-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give household vulnerability and demand a definite regulatory meaning. For national and regional action on household vulnerability and demand, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For this finding on household vulnerability and demand, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. In relation to household vulnerability and demand, delegation to another provider does not remove public responsibility. Applied to household vulnerability and demand, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-17", "REF-22", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-39-b003", "type": "PARAGRAPH", "text": "The principal pressure is that families may postpone entry, withdraw adolescents or reduce food, transport and materials. In household vulnerability and demand, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to household vulnerability and demand, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to household vulnerability and demand, description of a disadvantaged group is not a sufficient explanation. The annual review of household vulnerability and demand therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-17", "REF-22", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-39-b004", "type": "PARAGRAPH", "text": "National and regional authorities should remove charges and coordinate targeted education, nutrition and social-protection support. In relation to household vulnerability and demand, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to household vulnerability and demand, it should distinguish immediate protection from medium-term institutional improvement. The annual review of household vulnerability and demand therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on household vulnerability and demand, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-17", "REF-22", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-39-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to monitor attendance and household burden alongside benefit coverage and timeliness. Applied to household vulnerability and demand, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of household vulnerability and demand therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on household vulnerability and demand, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on household vulnerability and demand, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-17", "REF-22", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-39-b006", "type": "PARAGRAPH", "text": "The operating arrangement for household vulnerability and demand should name every material dependency and the body able to resolve it. The annual review of household vulnerability and demand therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on household vulnerability and demand, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on household vulnerability and demand, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on household vulnerability and demand, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-17", "REF-22", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-39-b007", "type": "PARAGRAPH", "text": "Where household vulnerability and demand fails, corrective authority should reach the affected learner and service. Within the evidence on household vulnerability and demand, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on household vulnerability and demand, the decision record should name the affected scope, owner, due condition and appeal. For this finding on household vulnerability and demand, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-17", "REF-22", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2010-09-39-b008", "type": "PARAGRAPH", "text": "Annual follow-up on household vulnerability and demand should privilege a few decision-relevant measures over an extensive catalogue. For national and regional action on household vulnerability and demand, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on household vulnerability and demand, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to household vulnerability and demand, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-17", "REF-22", "REF-27", "REF-28" ] } ] }, { "id": "sec-iceqc-r-2010-09-40", "partId": "part-iceqc-r-2010-09-vii", "parentId": null, "number": "40", "title": "Aid volume, predictability and alignment", "anchor": "40-aid-volume-predictability-and-alignment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-40-b001", "type": "PARAGRAPH", "text": "External support can preserve education but volatility and fragmentation complicate recurrent planning. This is the principal annual finding for aid volume, predictability and alignment. For this finding on aid volume, predictability and alignment, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to aid volume, predictability and alignment, the conclusion should be read with the source period, population and institutional scope stated. Applied to aid volume, predictability and alignment, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-02", "REF-19", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-40-b002", "type": "PARAGRAPH", "text": "A central risk in aid volume, predictability and alignment is that short commitments and parallel arrangements can finance activity without durable national capacity. In aid volume, predictability and alignment, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to aid volume, predictability and alignment, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to aid volume, predictability and alignment, description of a disadvantaged group is not a sufficient explanation. The annual review of aid volume, predictability and alignment therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-02", "REF-19", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-40-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would align support with credible country plans and state duration, conditions, information and transition. In relation to aid volume, predictability and alignment, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to aid volume, predictability and alignment, it should distinguish immediate protection from medium-term institutional improvement. The annual review of aid volume, predictability and alignment therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on aid volume, predictability and alignment, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-02", "REF-19", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-40-b004", "type": "PARAGRAPH", "text": "For aid volume, predictability and alignment, the applicable standard joins availability, accessibility, acceptability and adaptability. Applied to aid volume, predictability and alignment, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of aid volume, predictability and alignment therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on aid volume, predictability and alignment, delegation to another provider does not remove public responsibility. For national and regional action on aid volume, predictability and alignment, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-02", "REF-19", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-40-b005", "type": "PARAGRAPH", "text": "Implementation of aid volume, predictability and alignment should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. The annual review of aid volume, predictability and alignment therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on aid volume, predictability and alignment, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on aid volume, predictability and alignment, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on aid volume, predictability and alignment, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-02", "REF-19", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-40-b006", "type": "PARAGRAPH", "text": "The headline result for aid volume, predictability and alignment should be challenged at its weakest distribution. Within the evidence on aid volume, predictability and alignment, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on aid volume, predictability and alignment, they should also ask whether cost or risk has moved from the public authority to households. For this finding on aid volume, predictability and alignment, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to aid volume, predictability and alignment, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-02", "REF-19", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-40-b007", "type": "PARAGRAPH", "text": "The strongest verification would compare commitments, disbursement, timing, national recording and continuity of supported services. For national and regional action on aid volume, predictability and alignment, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on aid volume, predictability and alignment, sampling should include the least convenient location, group or period and should test a transition point. In relation to aid volume, predictability and alignment, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to aid volume, predictability and alignment, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-02", "REF-19", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-40-b008", "type": "PARAGRAPH", "text": "For the next annual interval, aid volume, predictability and alignment should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. For this finding on aid volume, predictability and alignment, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to aid volume, predictability and alignment, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to aid volume, predictability and alignment, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-02", "REF-19", "REF-23", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-41", "partId": "part-iceqc-r-2010-09-vii", "parentId": null, "number": "41", "title": "Value, economy and educational consequence", "anchor": "41-value-economy-and-educational-consequence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-41-b001", "type": "PARAGRAPH", "text": "The annual evidence on value, economy and educational consequence supports a clear finding: financial stewardship should examine what usable education a resource secures, not cost alone. This is the principal annual finding for value, economy and educational consequence. In relation to value, economy and educational consequence, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to value, economy and educational consequence, the conclusion should be read with the source period, population and institutional scope stated. The annual review of value, economy and educational consequence therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-15", "REF-18", "REF-19", "REF-22" ] }, { "id": "sec-iceqc-r-2010-09-41-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that lowest-price decisions can produce late, unsuitable or short-lived inputs and transfer costs to households. In value, economy and educational consequence, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Applied to value, economy and educational consequence, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. The annual review of value, economy and educational consequence therefore finds that description of a disadvantaged group is not a sufficient explanation. Within the evidence on value, economy and educational consequence, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-15", "REF-18", "REF-19", "REF-22" ] }, { "id": "sec-iceqc-r-2010-09-41-b003", "type": "PARAGRAPH", "text": "The required response is to join procurement, service and learner evidence in proportional value judgements. Applied to value, economy and educational consequence, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. The annual review of value, economy and educational consequence therefore finds that it should distinguish immediate protection from medium-term institutional improvement. Within the evidence on value, economy and educational consequence, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For national and regional action on value, economy and educational consequence, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-15", "REF-18", "REF-19", "REF-22" ] }, { "id": "sec-iceqc-r-2010-09-41-b004", "type": "PARAGRAPH", "text": "Responsibility for value, economy and educational consequence crosses several competent bodies but must retain one accountable owner. The annual review of value, economy and educational consequence therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on value, economy and educational consequence, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on value, economy and educational consequence, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on value, economy and educational consequence, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-15", "REF-18", "REF-19", "REF-22" ] }, { "id": "sec-iceqc-r-2010-09-41-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to trace major expenditures to use, maintenance, instructional contribution and avoidable loss. Within the evidence on value, economy and educational consequence, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on value, economy and educational consequence, sampling should include the least convenient location, group or period and should test a transition point. For this finding on value, economy and educational consequence, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to value, economy and educational consequence, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-15", "REF-18", "REF-19", "REF-22" ] }, { "id": "sec-iceqc-r-2010-09-41-b006", "type": "PARAGRAPH", "text": "A favourable account of value, economy and educational consequence remains incomplete until reviewers test exceptions and unequal effects. For national and regional action on value, economy and educational consequence, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For this finding on value, economy and educational consequence, they should also ask whether cost or risk has moved from the public authority to households. In relation to value, economy and educational consequence, a contradiction between expenditure, reported activity and learner experience should be investigated at source. Applied to value, economy and educational consequence, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-15", "REF-18", "REF-19", "REF-22" ] }, { "id": "sec-iceqc-r-2010-09-41-b007", "type": "PARAGRAPH", "text": "Correction concerning value, economy and educational consequence should restore practical opportunity. For this finding on value, economy and educational consequence, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to value, economy and educational consequence, the decision record should name the affected scope, owner, due condition and appeal. Applied to value, economy and educational consequence, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-15", "REF-18", "REF-19", "REF-22" ] }, { "id": "sec-iceqc-r-2010-09-41-b008", "type": "PARAGRAPH", "text": "Monitoring of value, economy and educational consequence in the coming interval should remain compact, timely and distribution-sensitive. In relation to value, economy and educational consequence, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to value, economy and educational consequence, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of value, economy and educational consequence therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-15", "REF-18", "REF-19", "REF-22" ] } ] }, { "id": "sec-iceqc-r-2010-09-42", "partId": "part-iceqc-r-2010-09-vii", "parentId": null, "number": "42", "title": "Fiscal transparency and corrective authority", "anchor": "42-fiscal-transparency-and-corrective-authority", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-42-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on fiscal transparency and corrective authority is that public confidence requires understandable budgets and the ability to correct delay or diversion. This is the principal annual finding for fiscal transparency and corrective authority. Applied to fiscal transparency and corrective authority, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of fiscal transparency and corrective authority therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on fiscal transparency and corrective authority, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-05", "REF-18", "REF-23", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-42-b002", "type": "PARAGRAPH", "text": "Evidence on fiscal transparency and corrective authority must be read against the fact that central totals and broad programme headings prevent communities and managers from locating a missing service. In fiscal transparency and corrective authority, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of fiscal transparency and corrective authority therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on fiscal transparency and corrective authority, description of a disadvantaged group is not a sufficient explanation. For national and regional action on fiscal transparency and corrective authority, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-05", "REF-18", "REF-23", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-42-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should reconcile treasury, ministry, regional and institutional records and follow unresolved differences. The annual review of fiscal transparency and corrective authority therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on fiscal transparency and corrective authority, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on fiscal transparency and corrective authority, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on fiscal transparency and corrective authority, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-05", "REF-18", "REF-23", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-42-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for fiscal transparency and corrective authority follows from availability, accessibility, acceptability and adaptability. Within the evidence on fiscal transparency and corrective authority, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on fiscal transparency and corrective authority, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on fiscal transparency and corrective authority, delegation to another provider does not remove public responsibility. In relation to fiscal transparency and corrective authority, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-05", "REF-18", "REF-23", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-42-b005", "type": "PARAGRAPH", "text": "Delivery of fiscal transparency and corrective authority depends on joined authority from national rule to the institution serving learners. For national and regional action on fiscal transparency and corrective authority, the assigned body must have power to act, not merely to request action from another level. For this finding on fiscal transparency and corrective authority, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to fiscal transparency and corrective authority, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to fiscal transparency and corrective authority, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-05", "REF-18", "REF-23", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-42-b006", "type": "PARAGRAPH", "text": "The principal counter-test for fiscal transparency and corrective authority is whether a favourable total can coexist with a serious adverse distribution. For this finding on fiscal transparency and corrective authority, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to fiscal transparency and corrective authority, they should also ask whether cost or risk has moved from the public authority to households. Applied to fiscal transparency and corrective authority, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of fiscal transparency and corrective authority therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-05", "REF-18", "REF-23", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-42-b007", "type": "PARAGRAPH", "text": "Remedy in fiscal transparency and corrective authority must address the educational loss, not only the administrative error. In relation to fiscal transparency and corrective authority, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Applied to fiscal transparency and corrective authority, the decision record should name the affected scope, owner, due condition and appeal. The annual review of fiscal transparency and corrective authority therefore finds that closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-05", "REF-18", "REF-23", "REF-27" ] }, { "id": "sec-iceqc-r-2010-09-42-b008", "type": "PARAGRAPH", "text": "The next public account of fiscal transparency and corrective authority needs a balanced set of participation, service, consequence and adverse-case evidence. Applied to fiscal transparency and corrective authority, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of fiscal transparency and corrective authority therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on fiscal transparency and corrective authority, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-05", "REF-18", "REF-23", "REF-27" ] } ] }, { "id": "sec-iceqc-r-2010-09-43", "partId": "part-iceqc-r-2010-09-viii", "parentId": null, "number": "43", "title": "Scale and character of the Haiti disruption", "anchor": "43-scale-and-character-of-the-haiti-disruption", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-43-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that the January earthquake caused severe loss of life, infrastructure, records, personnel and institutional capacity. This is the principal annual finding for scale and character of the haiti disruption. The annual review of scale and character of the haiti disruption therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on scale and character of the haiti disruption, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on scale and character of the haiti disruption, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-43-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give scale and character of the haiti disruption a definite regulatory meaning. The annual review of scale and character of the haiti disruption therefore finds that national rules should define enforceable entitlement, minimum protection, recognition and remedy. Within the evidence on scale and character of the haiti disruption, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For national and regional action on scale and character of the haiti disruption, delegation to another provider does not remove public responsibility. For this finding on scale and character of the haiti disruption, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-43-b003", "type": "PARAGRAPH", "text": "The principal pressure is that a reopening count cannot represent the multiple functions required for a credible education system. In scale and character of the haiti disruption, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on scale and character of the haiti disruption, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on scale and character of the haiti disruption, description of a disadvantaged group is not a sufficient explanation. In relation to scale and character of the haiti disruption, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-43-b004", "type": "PARAGRAPH", "text": "National and regional authorities should assess restoration by learner access, safe space, teachers, curriculum, materials, records, support and authority. For national and regional action on scale and character of the haiti disruption, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on scale and character of the haiti disruption, it should distinguish immediate protection from medium-term institutional improvement. In relation to scale and character of the haiti disruption, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to scale and character of the haiti disruption, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-43-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to use dated location-specific evidence and state functions that remain temporary or unavailable. For this finding on scale and character of the haiti disruption, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to scale and character of the haiti disruption, sampling should include the least convenient location, group or period and should test a transition point. Applied to scale and character of the haiti disruption, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of scale and character of the haiti disruption therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-43-b006", "type": "PARAGRAPH", "text": "The operating arrangement for scale and character of the haiti disruption should name every material dependency and the body able to resolve it. In relation to scale and character of the haiti disruption, the assigned body must have power to act, not merely to request action from another level. Applied to scale and character of the haiti disruption, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of scale and character of the haiti disruption therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on scale and character of the haiti disruption, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-43-b007", "type": "PARAGRAPH", "text": "Where scale and character of the haiti disruption fails, corrective authority should reach the affected learner and service. Applied to scale and character of the haiti disruption, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of scale and character of the haiti disruption therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on scale and character of the haiti disruption, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-43-b008", "type": "PARAGRAPH", "text": "Annual follow-up on scale and character of the haiti disruption should privilege a few decision-relevant measures over an extensive catalogue. The annual review of scale and character of the haiti disruption therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on scale and character of the haiti disruption, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on scale and character of the haiti disruption, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] } ] }, { "id": "sec-iceqc-r-2010-09-44", "partId": "part-iceqc-r-2010-09-viii", "parentId": null, "number": "44", "title": "Education within humanitarian coordination", "anchor": "44-education-within-humanitarian-coordination", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-44-b001", "type": "PARAGRAPH", "text": "Education must be coordinated with protection, shelter, water, sanitation, health and logistics. This is the principal annual finding for education within humanitarian coordination. Within the evidence on education within humanitarian coordination, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on education within humanitarian coordination, the conclusion should be read with the source period, population and institutional scope stated. For this finding on education within humanitarian coordination, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-19", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-44-b002", "type": "PARAGRAPH", "text": "A central risk in education within humanitarian coordination is that sector boundaries can produce a learning space without safe access, sanitation, referral or family information. In education within humanitarian coordination, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on education within humanitarian coordination, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on education within humanitarian coordination, description of a disadvantaged group is not a sufficient explanation. In relation to education within humanitarian coordination, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-19", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-44-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would give education an explicit place in needs assessment, coordination and resource decisions. For national and regional action on education within humanitarian coordination, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on education within humanitarian coordination, it should distinguish immediate protection from medium-term institutional improvement. In relation to education within humanitarian coordination, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to education within humanitarian coordination, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-19", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-44-b004", "type": "PARAGRAPH", "text": "For education within humanitarian coordination, the applicable standard joins availability, accessibility, acceptability and adaptability. For this finding on education within humanitarian coordination, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to education within humanitarian coordination, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to education within humanitarian coordination, delegation to another provider does not remove public responsibility. The annual review of education within humanitarian coordination therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-19", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-44-b005", "type": "PARAGRAPH", "text": "Implementation of education within humanitarian coordination should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. In relation to education within humanitarian coordination, the assigned body must have power to act, not merely to request action from another level. Applied to education within humanitarian coordination, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of education within humanitarian coordination therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on education within humanitarian coordination, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-19", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-44-b006", "type": "PARAGRAPH", "text": "The headline result for education within humanitarian coordination should be challenged at its weakest distribution. Applied to education within humanitarian coordination, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of education within humanitarian coordination therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on education within humanitarian coordination, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on education within humanitarian coordination, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-19", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-44-b007", "type": "PARAGRAPH", "text": "The strongest verification would trace cross-sector dependencies and determine whether unresolved conditions interrupt learning. The annual review of education within humanitarian coordination therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on education within humanitarian coordination, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on education within humanitarian coordination, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on education within humanitarian coordination, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-19", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-44-b008", "type": "PARAGRAPH", "text": "For the next annual interval, education within humanitarian coordination should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Within the evidence on education within humanitarian coordination, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on education within humanitarian coordination, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on education within humanitarian coordination, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-19", "REF-30", "REF-31", "REF-32" ] } ] }, { "id": "sec-iceqc-r-2010-09-45", "partId": "part-iceqc-r-2010-09-viii", "parentId": null, "number": "45", "title": "Temporary learning and recognised continuity", "anchor": "45-temporary-learning-and-recognised-continuity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-45-b001", "type": "PARAGRAPH", "text": "The annual evidence on temporary learning and recognised continuity supports a clear finding: temporary provision can restore routine and protection when linked to a recognised educational pathway. This is the principal annual finding for temporary learning and recognised continuity. For national and regional action on temporary learning and recognised continuity, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on temporary learning and recognised continuity, the conclusion should be read with the source period, population and institutional scope stated. In relation to temporary learning and recognised continuity, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-03", "REF-15", "REF-30", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-45-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that short-term spaces can become prolonged and offer uncertain curriculum, records and progression. In temporary learning and recognised continuity, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For this finding on temporary learning and recognised continuity, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. In relation to temporary learning and recognised continuity, description of a disadvantaged group is not a sufficient explanation. Applied to temporary learning and recognised continuity, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-03", "REF-15", "REF-30", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-45-b003", "type": "PARAGRAPH", "text": "The required response is to define the programme, teacher responsibility, calendar, assessment and transition from the outset. For this finding on temporary learning and recognised continuity, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. In relation to temporary learning and recognised continuity, it should distinguish immediate protection from medium-term institutional improvement. Applied to temporary learning and recognised continuity, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. The annual review of temporary learning and recognised continuity therefore finds that an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-03", "REF-15", "REF-30", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-45-b004", "type": "PARAGRAPH", "text": "Responsibility for temporary learning and recognised continuity crosses several competent bodies but must retain one accountable owner. In relation to temporary learning and recognised continuity, the assigned body must have power to act, not merely to request action from another level. Applied to temporary learning and recognised continuity, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of temporary learning and recognised continuity therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on temporary learning and recognised continuity, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-03", "REF-15", "REF-30", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-45-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to sample learner records and work across temporary and succeeding arrangements. Applied to temporary learning and recognised continuity, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of temporary learning and recognised continuity therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on temporary learning and recognised continuity, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on temporary learning and recognised continuity, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-03", "REF-15", "REF-30", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-45-b006", "type": "PARAGRAPH", "text": "A favourable account of temporary learning and recognised continuity remains incomplete until reviewers test exceptions and unequal effects. The annual review of temporary learning and recognised continuity therefore finds that reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Within the evidence on temporary learning and recognised continuity, they should also ask whether cost or risk has moved from the public authority to households. For national and regional action on temporary learning and recognised continuity, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For this finding on temporary learning and recognised continuity, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-03", "REF-15", "REF-30", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-45-b007", "type": "PARAGRAPH", "text": "Correction concerning temporary learning and recognised continuity should restore practical opportunity. Within the evidence on temporary learning and recognised continuity, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on temporary learning and recognised continuity, the decision record should name the affected scope, owner, due condition and appeal. For this finding on temporary learning and recognised continuity, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-03", "REF-15", "REF-30", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-45-b008", "type": "PARAGRAPH", "text": "Monitoring of temporary learning and recognised continuity in the coming interval should remain compact, timely and distribution-sensitive. For national and regional action on temporary learning and recognised continuity, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on temporary learning and recognised continuity, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to temporary learning and recognised continuity, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-03", "REF-15", "REF-30", "REF-31" ] } ] }, { "id": "sec-iceqc-r-2010-09-46", "partId": "part-iceqc-r-2010-09-viii", "parentId": null, "number": "46", "title": "Teacher and institutional recovery in Haiti", "anchor": "46-teacher-and-institutional-recovery-in-haiti", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-46-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on teacher and institutional recovery in haiti is that personnel loss, displacement and damaged administration constrain both teaching and supervision. This is the principal annual finding for teacher and institutional recovery in haiti. For this finding on teacher and institutional recovery in haiti, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to teacher and institutional recovery in haiti, the conclusion should be read with the source period, population and institutional scope stated. Applied to teacher and institutional recovery in haiti, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-46-b002", "type": "PARAGRAPH", "text": "Evidence on teacher and institutional recovery in haiti must be read against the fact that rapid recruitment without support or reliable pay can create unstable and uneven provision. In teacher and institutional recovery in haiti, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to teacher and institutional recovery in haiti, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to teacher and institutional recovery in haiti, description of a disadvantaged group is not a sufficient explanation. The annual review of teacher and institutional recovery in haiti therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-46-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should verify presence, role, preparation, payment and instructional continuity by location. In relation to teacher and institutional recovery in haiti, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to teacher and institutional recovery in haiti, sampling should include the least convenient location, group or period and should test a transition point. The annual review of teacher and institutional recovery in haiti therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on teacher and institutional recovery in haiti, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-46-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for teacher and institutional recovery in haiti follows from availability, accessibility, acceptability and adaptability. Applied to teacher and institutional recovery in haiti, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of teacher and institutional recovery in haiti therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on teacher and institutional recovery in haiti, delegation to another provider does not remove public responsibility. For national and regional action on teacher and institutional recovery in haiti, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-46-b005", "type": "PARAGRAPH", "text": "Delivery of teacher and institutional recovery in haiti depends on joined authority from national rule to the institution serving learners. The annual review of teacher and institutional recovery in haiti therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on teacher and institutional recovery in haiti, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on teacher and institutional recovery in haiti, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on teacher and institutional recovery in haiti, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-46-b006", "type": "PARAGRAPH", "text": "The principal counter-test for teacher and institutional recovery in haiti is whether a favourable total can coexist with a serious adverse distribution. Within the evidence on teacher and institutional recovery in haiti, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on teacher and institutional recovery in haiti, they should also ask whether cost or risk has moved from the public authority to households. For this finding on teacher and institutional recovery in haiti, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to teacher and institutional recovery in haiti, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-46-b007", "type": "PARAGRAPH", "text": "Remedy in teacher and institutional recovery in haiti must address the educational loss, not only the administrative error. For national and regional action on teacher and institutional recovery in haiti, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For this finding on teacher and institutional recovery in haiti, the decision record should name the affected scope, owner, due condition and appeal. In relation to teacher and institutional recovery in haiti, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-46-b008", "type": "PARAGRAPH", "text": "The next public account of teacher and institutional recovery in haiti needs a balanced set of participation, service, consequence and adverse-case evidence. For this finding on teacher and institutional recovery in haiti, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to teacher and institutional recovery in haiti, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to teacher and institutional recovery in haiti, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-30", "REF-31", "REF-32", "REF-33" ] } ] }, { "id": "sec-iceqc-r-2010-09-47", "partId": "part-iceqc-r-2010-09-viii", "parentId": null, "number": "47", "title": "Reconstruction, safety and accessibility", "anchor": "47-reconstruction-safety-and-accessibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-47-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that reconstruction decisions shape long-term access, disaster resilience and inclusion. This is the principal annual finding for reconstruction, safety and accessibility. In relation to reconstruction, safety and accessibility, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to reconstruction, safety and accessibility, the conclusion should be read with the source period, population and institutional scope stated. The annual review of reconstruction, safety and accessibility therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-12", "REF-15", "REF-30", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-47-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give reconstruction, safety and accessibility a definite regulatory meaning. In relation to reconstruction, safety and accessibility, national rules should define enforceable entitlement, minimum protection, recognition and remedy. Applied to reconstruction, safety and accessibility, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. The annual review of reconstruction, safety and accessibility therefore finds that delegation to another provider does not remove public responsibility. Within the evidence on reconstruction, safety and accessibility, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-12", "REF-15", "REF-30", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-47-b003", "type": "PARAGRAPH", "text": "The principal pressure is that pressure for rapid building can reproduce unsafe sites, inaccessible design and unequal location. In reconstruction, safety and accessibility, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of reconstruction, safety and accessibility therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on reconstruction, safety and accessibility, description of a disadvantaged group is not a sufficient explanation. For national and regional action on reconstruction, safety and accessibility, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-12", "REF-15", "REF-30", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-47-b004", "type": "PARAGRAPH", "text": "National and regional authorities should apply safe, accessible standards and transparent site selection while maintaining interim continuity. The annual review of reconstruction, safety and accessibility therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on reconstruction, safety and accessibility, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on reconstruction, safety and accessibility, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on reconstruction, safety and accessibility, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-12", "REF-15", "REF-30", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-47-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to inspect completed and interim spaces and record defects, capacity, use and corrective action. Within the evidence on reconstruction, safety and accessibility, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on reconstruction, safety and accessibility, sampling should include the least convenient location, group or period and should test a transition point. For this finding on reconstruction, safety and accessibility, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to reconstruction, safety and accessibility, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-12", "REF-15", "REF-30", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-47-b006", "type": "PARAGRAPH", "text": "The operating arrangement for reconstruction, safety and accessibility should name every material dependency and the body able to resolve it. For national and regional action on reconstruction, safety and accessibility, the assigned body must have power to act, not merely to request action from another level. For this finding on reconstruction, safety and accessibility, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to reconstruction, safety and accessibility, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to reconstruction, safety and accessibility, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-12", "REF-15", "REF-30", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-47-b007", "type": "PARAGRAPH", "text": "Where reconstruction, safety and accessibility fails, corrective authority should reach the affected learner and service. For this finding on reconstruction, safety and accessibility, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to reconstruction, safety and accessibility, the decision record should name the affected scope, owner, due condition and appeal. Applied to reconstruction, safety and accessibility, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-12", "REF-15", "REF-30", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-47-b008", "type": "PARAGRAPH", "text": "Annual follow-up on reconstruction, safety and accessibility should privilege a few decision-relevant measures over an extensive catalogue. In relation to reconstruction, safety and accessibility, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to reconstruction, safety and accessibility, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of reconstruction, safety and accessibility therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-12", "REF-15", "REF-30", "REF-32" ] } ] }, { "id": "sec-iceqc-r-2010-09-48", "partId": "part-iceqc-r-2010-09-viii", "parentId": null, "number": "48", "title": "From emergency support to durable national capacity", "anchor": "48-from-emergency-support-to-durable-national-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-48-b001", "type": "PARAGRAPH", "text": "International assistance should strengthen haitian authority and a coherent education system. This is the principal annual finding for from emergency support to durable national capacity. Applied to from emergency support to durable national capacity, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of from emergency support to durable national capacity therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on from emergency support to durable national capacity, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-19", "REF-23", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-48-b002", "type": "PARAGRAPH", "text": "A central risk in from emergency support to durable national capacity is that separate projects, exceptional rules and short funding can outlast their immediate rationale. In from emergency support to durable national capacity, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of from emergency support to durable national capacity therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on from emergency support to durable national capacity, description of a disadvantaged group is not a sufficient explanation. For national and regional action on from emergency support to durable national capacity, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-19", "REF-23", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-48-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would set transition responsibilities, shared information, national recognition and capacity objectives in every agreement. The annual review of from emergency support to durable national capacity therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on from emergency support to durable national capacity, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on from emergency support to durable national capacity, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on from emergency support to durable national capacity, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-19", "REF-23", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-48-b004", "type": "PARAGRAPH", "text": "For from emergency support to durable national capacity, the applicable standard joins availability, accessibility, acceptability and adaptability. Within the evidence on from emergency support to durable national capacity, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on from emergency support to durable national capacity, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on from emergency support to durable national capacity, delegation to another provider does not remove public responsibility. In relation to from emergency support to durable national capacity, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-19", "REF-23", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-48-b005", "type": "PARAGRAPH", "text": "Implementation of from emergency support to durable national capacity should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. For national and regional action on from emergency support to durable national capacity, the assigned body must have power to act, not merely to request action from another level. For this finding on from emergency support to durable national capacity, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to from emergency support to durable national capacity, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to from emergency support to durable national capacity, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-19", "REF-23", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-48-b006", "type": "PARAGRAPH", "text": "The headline result for from emergency support to durable national capacity should be challenged at its weakest distribution. For this finding on from emergency support to durable national capacity, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to from emergency support to durable national capacity, they should also ask whether cost or risk has moved from the public authority to households. Applied to from emergency support to durable national capacity, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of from emergency support to durable national capacity therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-19", "REF-23", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-48-b007", "type": "PARAGRAPH", "text": "The strongest verification would review ownership, recurrent cost, staff transfer, information continuity and conditions for ending temporary arrangements. In relation to from emergency support to durable national capacity, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to from emergency support to durable national capacity, sampling should include the least convenient location, group or period and should test a transition point. The annual review of from emergency support to durable national capacity therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on from emergency support to durable national capacity, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-19", "REF-23", "REF-32", "REF-33" ] }, { "id": "sec-iceqc-r-2010-09-48-b008", "type": "PARAGRAPH", "text": "For the next annual interval, from emergency support to durable national capacity should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Applied to from emergency support to durable national capacity, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of from emergency support to durable national capacity therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on from emergency support to durable national capacity, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-19", "REF-23", "REF-32", "REF-33" ] } ] }, { "id": "sec-iceqc-r-2010-09-49", "partId": "part-iceqc-r-2010-09-ix", "parentId": null, "number": "49", "title": "Gender equality beyond parity", "anchor": "49-gender-equality-beyond-parity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-49-b001", "type": "PARAGRAPH", "text": "The annual evidence on gender equality beyond parity supports a clear finding: equal numbers do not establish equal safety, attendance, subject choice, treatment or learning. This is the principal annual finding for gender equality beyond parity. The annual review of gender equality beyond parity therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on gender equality beyond parity, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on gender equality beyond parity, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-49-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that parity indicators can improve while violence, care work, sanitation and discriminatory expectations persist. In gender equality beyond parity, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Within the evidence on gender equality beyond parity, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For national and regional action on gender equality beyond parity, description of a disadvantaged group is not a sufficient explanation. For this finding on gender equality beyond parity, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-49-b003", "type": "PARAGRAPH", "text": "The required response is to analyse the full learner pathway and address age- and context-specific barriers. Within the evidence on gender equality beyond parity, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For national and regional action on gender equality beyond parity, it should distinguish immediate protection from medium-term institutional improvement. For this finding on gender equality beyond parity, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. In relation to gender equality beyond parity, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-49-b004", "type": "PARAGRAPH", "text": "Responsibility for gender equality beyond parity crosses several competent bodies but must retain one accountable owner. For national and regional action on gender equality beyond parity, the assigned body must have power to act, not merely to request action from another level. For this finding on gender equality beyond parity, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to gender equality beyond parity, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to gender equality beyond parity, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-49-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to compare time use, attendance, learning, safety reports, progression and destinations by sex. For this finding on gender equality beyond parity, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to gender equality beyond parity, sampling should include the least convenient location, group or period and should test a transition point. Applied to gender equality beyond parity, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of gender equality beyond parity therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-49-b006", "type": "PARAGRAPH", "text": "A favourable account of gender equality beyond parity remains incomplete until reviewers test exceptions and unequal effects. In relation to gender equality beyond parity, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Applied to gender equality beyond parity, they should also ask whether cost or risk has moved from the public authority to households. The annual review of gender equality beyond parity therefore finds that a contradiction between expenditure, reported activity and learner experience should be investigated at source. Within the evidence on gender equality beyond parity, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-49-b007", "type": "PARAGRAPH", "text": "Correction concerning gender equality beyond parity should restore practical opportunity. Applied to gender equality beyond parity, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of gender equality beyond parity therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on gender equality beyond parity, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-49-b008", "type": "PARAGRAPH", "text": "Monitoring of gender equality beyond parity in the coming interval should remain compact, timely and distribution-sensitive. The annual review of gender equality beyond parity therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on gender equality beyond parity, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on gender equality beyond parity, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-03", "REF-25", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-50", "partId": "part-iceqc-r-2010-09-ix", "parentId": null, "number": "50", "title": "Inclusive education for disabled learners", "anchor": "50-inclusive-education-for-disabled-learners", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-50-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on inclusive education for disabled learners is that disabled children face exclusion from entry, communication, transport, teaching and assessment. This is the principal annual finding for inclusive education for disabled learners. Within the evidence on inclusive education for disabled learners, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on inclusive education for disabled learners, the conclusion should be read with the source period, population and institutional scope stated. For this finding on inclusive education for disabled learners, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-10", "REF-11", "REF-12", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-50-b002", "type": "PARAGRAPH", "text": "Evidence on inclusive education for disabled learners must be read against the fact that separate provision or occasional support can be accepted without testing participation and learning. In inclusive education for disabled learners, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on inclusive education for disabled learners, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on inclusive education for disabled learners, description of a disadvantaged group is not a sufficient explanation. In relation to inclusive education for disabled learners, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-10", "REF-11", "REF-12", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-50-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should verify presence, participation, required support, learning and family access to remedy. For national and regional action on inclusive education for disabled learners, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on inclusive education for disabled learners, sampling should include the least convenient location, group or period and should test a transition point. In relation to inclusive education for disabled learners, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to inclusive education for disabled learners, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-10", "REF-11", "REF-12", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-50-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for inclusive education for disabled learners follows from availability, accessibility, acceptability and adaptability. For this finding on inclusive education for disabled learners, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to inclusive education for disabled learners, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to inclusive education for disabled learners, delegation to another provider does not remove public responsibility. The annual review of inclusive education for disabled learners therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-10", "REF-11", "REF-12", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-50-b005", "type": "PARAGRAPH", "text": "Delivery of inclusive education for disabled learners depends on joined authority from national rule to the institution serving learners. In relation to inclusive education for disabled learners, the assigned body must have power to act, not merely to request action from another level. Applied to inclusive education for disabled learners, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of inclusive education for disabled learners therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on inclusive education for disabled learners, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-10", "REF-11", "REF-12", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-50-b006", "type": "PARAGRAPH", "text": "The principal counter-test for inclusive education for disabled learners is whether a favourable total can coexist with a serious adverse distribution. Applied to inclusive education for disabled learners, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of inclusive education for disabled learners therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on inclusive education for disabled learners, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on inclusive education for disabled learners, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-10", "REF-11", "REF-12", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-50-b007", "type": "PARAGRAPH", "text": "Remedy in inclusive education for disabled learners must address the educational loss, not only the administrative error. The annual review of inclusive education for disabled learners therefore finds that depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Within the evidence on inclusive education for disabled learners, the decision record should name the affected scope, owner, due condition and appeal. For national and regional action on inclusive education for disabled learners, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-10", "REF-11", "REF-12", "REF-15" ] }, { "id": "sec-iceqc-r-2010-09-50-b008", "type": "PARAGRAPH", "text": "The next public account of inclusive education for disabled learners needs a balanced set of participation, service, consequence and adverse-case evidence. Within the evidence on inclusive education for disabled learners, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on inclusive education for disabled learners, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on inclusive education for disabled learners, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-10", "REF-11", "REF-12", "REF-15" ] } ] }, { "id": "sec-iceqc-r-2010-09-51", "partId": "part-iceqc-r-2010-09-ix", "parentId": null, "number": "51", "title": "Indigenous and minority education", "anchor": "51-indigenous-and-minority-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-51-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that education should respect identity, language, knowledge and participation while preserving access to wider opportunity. This is the principal annual finding for indigenous and minority education. For national and regional action on indigenous and minority education, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on indigenous and minority education, the conclusion should be read with the source period, population and institutional scope stated. In relation to indigenous and minority education, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-06", "REF-07", "REF-08", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-51-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give indigenous and minority education a definite regulatory meaning. For national and regional action on indigenous and minority education, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For this finding on indigenous and minority education, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. In relation to indigenous and minority education, delegation to another provider does not remove public responsibility. Applied to indigenous and minority education, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-06", "REF-07", "REF-08", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-51-b003", "type": "PARAGRAPH", "text": "The principal pressure is that assimilation and low-expectation separate tracks can each restrict substantive choice. In indigenous and minority education, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to indigenous and minority education, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to indigenous and minority education, description of a disadvantaged group is not a sufficient explanation. The annual review of indigenous and minority education therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-06", "REF-07", "REF-08", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-51-b004", "type": "PARAGRAPH", "text": "National and regional authorities should co-design multilingual, culturally grounded provision linked to recognised national pathways. In relation to indigenous and minority education, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to indigenous and minority education, it should distinguish immediate protection from medium-term institutional improvement. The annual review of indigenous and minority education therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on indigenous and minority education, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-06", "REF-07", "REF-08", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-51-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to review curriculum, language use, community influence, learning and progression. Applied to indigenous and minority education, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of indigenous and minority education therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on indigenous and minority education, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on indigenous and minority education, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-06", "REF-07", "REF-08", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-51-b006", "type": "PARAGRAPH", "text": "The operating arrangement for indigenous and minority education should name every material dependency and the body able to resolve it. The annual review of indigenous and minority education therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on indigenous and minority education, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on indigenous and minority education, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on indigenous and minority education, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-06", "REF-07", "REF-08", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-51-b007", "type": "PARAGRAPH", "text": "Where indigenous and minority education fails, corrective authority should reach the affected learner and service. Within the evidence on indigenous and minority education, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on indigenous and minority education, the decision record should name the affected scope, owner, due condition and appeal. For this finding on indigenous and minority education, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-06", "REF-07", "REF-08", "REF-09", "REF-20" ] }, { "id": "sec-iceqc-r-2010-09-51-b008", "type": "PARAGRAPH", "text": "Annual follow-up on indigenous and minority education should privilege a few decision-relevant measures over an extensive catalogue. For national and regional action on indigenous and minority education, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on indigenous and minority education, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to indigenous and minority education, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-06", "REF-07", "REF-08", "REF-09", "REF-20" ] } ] }, { "id": "sec-iceqc-r-2010-09-52", "partId": "part-iceqc-r-2010-09-ix", "parentId": null, "number": "52", "title": "Refugee, displaced and stateless learners", "anchor": "52-refugee-displaced-and-stateless-learners", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-52-b001", "type": "PARAGRAPH", "text": "Movement and uncertain status should not suspend access to education. This is the principal annual finding for refugee, displaced and stateless learners. For this finding on refugee, displaced and stateless learners, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to refugee, displaced and stateless learners, the conclusion should be read with the source period, population and institutional scope stated. Applied to refugee, displaced and stateless learners, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-03", "REF-13", "REF-14", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-52-b002", "type": "PARAGRAPH", "text": "A central risk in refugee, displaced and stateless learners is that documentation, language, capacity and recognition barriers repeatedly interrupt learning. In refugee, displaced and stateless learners, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to refugee, displaced and stateless learners, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to refugee, displaced and stateless learners, description of a disadvantaged group is not a sufficient explanation. The annual review of refugee, displaced and stateless learners therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-03", "REF-13", "REF-14", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-52-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would provide prompt admission, safe continuity, portable records and cooperation between authorities. In relation to refugee, displaced and stateless learners, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to refugee, displaced and stateless learners, it should distinguish immediate protection from medium-term institutional improvement. The annual review of refugee, displaced and stateless learners therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on refugee, displaced and stateless learners, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-03", "REF-13", "REF-14", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-52-b004", "type": "PARAGRAPH", "text": "For refugee, displaced and stateless learners, the applicable standard joins availability, accessibility, acceptability and adaptability. Applied to refugee, displaced and stateless learners, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of refugee, displaced and stateless learners therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on refugee, displaced and stateless learners, delegation to another provider does not remove public responsibility. For national and regional action on refugee, displaced and stateless learners, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-03", "REF-13", "REF-14", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-52-b005", "type": "PARAGRAPH", "text": "Implementation of refugee, displaced and stateless learners should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. The annual review of refugee, displaced and stateless learners therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on refugee, displaced and stateless learners, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on refugee, displaced and stateless learners, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on refugee, displaced and stateless learners, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-03", "REF-13", "REF-14", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-52-b006", "type": "PARAGRAPH", "text": "The headline result for refugee, displaced and stateless learners should be challenged at its weakest distribution. Within the evidence on refugee, displaced and stateless learners, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on refugee, displaced and stateless learners, they should also ask whether cost or risk has moved from the public authority to households. For this finding on refugee, displaced and stateless learners, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to refugee, displaced and stateless learners, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-03", "REF-13", "REF-14", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-52-b007", "type": "PARAGRAPH", "text": "The strongest verification would trace entry, placement, support, transfer and certification for displaced learners. For national and regional action on refugee, displaced and stateless learners, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on refugee, displaced and stateless learners, sampling should include the least convenient location, group or period and should test a transition point. In relation to refugee, displaced and stateless learners, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to refugee, displaced and stateless learners, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-03", "REF-13", "REF-14", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-52-b008", "type": "PARAGRAPH", "text": "For the next annual interval, refugee, displaced and stateless learners should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. For this finding on refugee, displaced and stateless learners, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to refugee, displaced and stateless learners, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to refugee, displaced and stateless learners, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-03", "REF-13", "REF-14", "REF-37" ] } ] }, { "id": "sec-iceqc-r-2010-09-53", "partId": "part-iceqc-r-2010-09-ix", "parentId": null, "number": "53", "title": "Protection from attack and violence", "anchor": "53-protection-from-attack-and-violence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-53-b001", "type": "PARAGRAPH", "text": "The annual evidence on protection from attack and violence supports a clear finding: attacks on education destroy lives, trust, personnel, facilities and continuity. This is the principal annual finding for protection from attack and violence. In relation to protection from attack and violence, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to protection from attack and violence, the conclusion should be read with the source period, population and institutional scope stated. The annual review of protection from attack and violence therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-03", "REF-14", "REF-29", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-53-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that security responses can themselves restrict access or place institutions and learners at greater risk. In protection from attack and violence, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Applied to protection from attack and violence, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. The annual review of protection from attack and violence therefore finds that description of a disadvantaged group is not a sufficient explanation. Within the evidence on protection from attack and violence, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-03", "REF-14", "REF-29", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-53-b003", "type": "PARAGRAPH", "text": "The required response is to apply protection analysis, incident reporting, safe contingency and lawful coordination. Applied to protection from attack and violence, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. The annual review of protection from attack and violence therefore finds that it should distinguish immediate protection from medium-term institutional improvement. Within the evidence on protection from attack and violence, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For national and regional action on protection from attack and violence, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-03", "REF-14", "REF-29", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-53-b004", "type": "PARAGRAPH", "text": "Responsibility for protection from attack and violence crosses several competent bodies but must retain one accountable owner. The annual review of protection from attack and violence therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on protection from attack and violence, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on protection from attack and violence, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on protection from attack and violence, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-03", "REF-14", "REF-29", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-53-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to examine incidents, closures, displacement, response and restored access without exposing individuals. Within the evidence on protection from attack and violence, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on protection from attack and violence, sampling should include the least convenient location, group or period and should test a transition point. For this finding on protection from attack and violence, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to protection from attack and violence, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-03", "REF-14", "REF-29", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-53-b006", "type": "PARAGRAPH", "text": "A favourable account of protection from attack and violence remains incomplete until reviewers test exceptions and unequal effects. For national and regional action on protection from attack and violence, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For this finding on protection from attack and violence, they should also ask whether cost or risk has moved from the public authority to households. In relation to protection from attack and violence, a contradiction between expenditure, reported activity and learner experience should be investigated at source. Applied to protection from attack and violence, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-03", "REF-14", "REF-29", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-53-b007", "type": "PARAGRAPH", "text": "Correction concerning protection from attack and violence should restore practical opportunity. For this finding on protection from attack and violence, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to protection from attack and violence, the decision record should name the affected scope, owner, due condition and appeal. Applied to protection from attack and violence, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-03", "REF-14", "REF-29", "REF-31" ] }, { "id": "sec-iceqc-r-2010-09-53-b008", "type": "PARAGRAPH", "text": "Monitoring of protection from attack and violence in the coming interval should remain compact, timely and distribution-sensitive. In relation to protection from attack and violence, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to protection from attack and violence, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of protection from attack and violence therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-03", "REF-14", "REF-29", "REF-31" ] } ] }, { "id": "sec-iceqc-r-2010-09-54", "partId": "part-iceqc-r-2010-09-ix", "parentId": null, "number": "54", "title": "Participation and accessible remedy", "anchor": "54-participation-and-accessible-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-54-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on participation and accessible remedy is that children, families and communities need influence and a usable route to challenge exclusion or harm. This is the principal annual finding for participation and accessible remedy. Applied to participation and accessible remedy, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of participation and accessible remedy therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on participation and accessible remedy, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-05", "REF-06", "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2010-09-54-b002", "type": "PARAGRAPH", "text": "Evidence on participation and accessible remedy must be read against the fact that formal committees and complaint offices may be distant, linguistically inaccessible or unsafe. In participation and accessible remedy, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of participation and accessible remedy therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on participation and accessible remedy, description of a disadvantaged group is not a sufficient explanation. For national and regional action on participation and accessible remedy, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-05", "REF-06", "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2010-09-54-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should review who participates, issues raised, decisions changed, response time and practical remedy. The annual review of participation and accessible remedy therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on participation and accessible remedy, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on participation and accessible remedy, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on participation and accessible remedy, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-05", "REF-06", "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2010-09-54-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for participation and accessible remedy follows from availability, accessibility, acceptability and adaptability. Within the evidence on participation and accessible remedy, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on participation and accessible remedy, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on participation and accessible remedy, delegation to another provider does not remove public responsibility. In relation to participation and accessible remedy, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-05", "REF-06", "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2010-09-54-b005", "type": "PARAGRAPH", "text": "Delivery of participation and accessible remedy depends on joined authority from national rule to the institution serving learners. For national and regional action on participation and accessible remedy, the assigned body must have power to act, not merely to request action from another level. For this finding on participation and accessible remedy, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to participation and accessible remedy, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to participation and accessible remedy, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-05", "REF-06", "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2010-09-54-b006", "type": "PARAGRAPH", "text": "The principal counter-test for participation and accessible remedy is whether a favourable total can coexist with a serious adverse distribution. For this finding on participation and accessible remedy, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to participation and accessible remedy, they should also ask whether cost or risk has moved from the public authority to households. Applied to participation and accessible remedy, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of participation and accessible remedy therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-05", "REF-06", "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2010-09-54-b007", "type": "PARAGRAPH", "text": "Remedy in participation and accessible remedy must address the educational loss, not only the administrative error. In relation to participation and accessible remedy, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Applied to participation and accessible remedy, the decision record should name the affected scope, owner, due condition and appeal. The annual review of participation and accessible remedy therefore finds that closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-05", "REF-06", "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2010-09-54-b008", "type": "PARAGRAPH", "text": "The next public account of participation and accessible remedy needs a balanced set of participation, service, consequence and adverse-case evidence. Applied to participation and accessible remedy, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of participation and accessible remedy therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on participation and accessible remedy, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-05", "REF-06", "REF-15", "REF-16" ] } ] }, { "id": "sec-iceqc-r-2010-09-55", "partId": "part-iceqc-r-2010-09-x", "parentId": null, "number": "55", "title": "Clear allocation of public responsibility", "anchor": "55-clear-allocation-of-public-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-55-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that education quality fails when authority, finance and duty are divided without a joining rule. This is the principal annual finding for clear allocation of public responsibility. The annual review of clear allocation of public responsibility therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on clear allocation of public responsibility, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on clear allocation of public responsibility, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-02", "REF-05", "REF-18", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-55-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give clear allocation of public responsibility a definite regulatory meaning. The annual review of clear allocation of public responsibility therefore finds that national rules should define enforceable entitlement, minimum protection, recognition and remedy. Within the evidence on clear allocation of public responsibility, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For national and regional action on clear allocation of public responsibility, delegation to another provider does not remove public responsibility. For this finding on clear allocation of public responsibility, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-02", "REF-05", "REF-18", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-55-b003", "type": "PARAGRAPH", "text": "The principal pressure is that central, regional and provider bodies can each attribute a service gap to another institution. In clear allocation of public responsibility, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on clear allocation of public responsibility, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on clear allocation of public responsibility, description of a disadvantaged group is not a sufficient explanation. In relation to clear allocation of public responsibility, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-02", "REF-05", "REF-18", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-55-b004", "type": "PARAGRAPH", "text": "National and regional authorities should map decision rights and require one accountable owner for every material learner-facing function. For national and regional action on clear allocation of public responsibility, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on clear allocation of public responsibility, it should distinguish immediate protection from medium-term institutional improvement. In relation to clear allocation of public responsibility, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to clear allocation of public responsibility, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-02", "REF-05", "REF-18", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-55-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to trace delayed cases across institutions and identify where authority or resource was missing. For this finding on clear allocation of public responsibility, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to clear allocation of public responsibility, sampling should include the least convenient location, group or period and should test a transition point. Applied to clear allocation of public responsibility, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of clear allocation of public responsibility therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-02", "REF-05", "REF-18", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-55-b006", "type": "PARAGRAPH", "text": "The operating arrangement for clear allocation of public responsibility should name every material dependency and the body able to resolve it. In relation to clear allocation of public responsibility, the assigned body must have power to act, not merely to request action from another level. Applied to clear allocation of public responsibility, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of clear allocation of public responsibility therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on clear allocation of public responsibility, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-02", "REF-05", "REF-18", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-55-b007", "type": "PARAGRAPH", "text": "Where clear allocation of public responsibility fails, corrective authority should reach the affected learner and service. Applied to clear allocation of public responsibility, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of clear allocation of public responsibility therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on clear allocation of public responsibility, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-02", "REF-05", "REF-18", "REF-23" ] }, { "id": "sec-iceqc-r-2010-09-55-b008", "type": "PARAGRAPH", "text": "Annual follow-up on clear allocation of public responsibility should privilege a few decision-relevant measures over an extensive catalogue. The annual review of clear allocation of public responsibility therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on clear allocation of public responsibility, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on clear allocation of public responsibility, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-02", "REF-05", "REF-18", "REF-23" ] } ] }, { "id": "sec-iceqc-r-2010-09-56", "partId": "part-iceqc-r-2010-09-x", "parentId": null, "number": "56", "title": "Regulation of diverse providers", "anchor": "56-regulation-of-diverse-providers", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-56-b001", "type": "PARAGRAPH", "text": "Non-state provision can expand choice and reach but public duties remain. This is the principal annual finding for regulation of diverse providers. Within the evidence on regulation of diverse providers, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on regulation of diverse providers, the conclusion should be read with the source period, population and institutional scope stated. For this finding on regulation of diverse providers, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-03", "REF-04", "REF-18", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-56-b002", "type": "PARAGRAPH", "text": "A central risk in regulation of diverse providers is that fees, selection, closure and variable quality can create exclusion where oversight is weak. In regulation of diverse providers, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on regulation of diverse providers, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on regulation of diverse providers, description of a disadvantaged group is not a sufficient explanation. In relation to regulation of diverse providers, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-03", "REF-04", "REF-18", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-56-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would apply proportionate authorisation, information, quality, protection and continuity requirements. For national and regional action on regulation of diverse providers, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on regulation of diverse providers, it should distinguish immediate protection from medium-term institutional improvement. In relation to regulation of diverse providers, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to regulation of diverse providers, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-03", "REF-04", "REF-18", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-56-b004", "type": "PARAGRAPH", "text": "For regulation of diverse providers, the applicable standard joins availability, accessibility, acceptability and adaptability. For this finding on regulation of diverse providers, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to regulation of diverse providers, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to regulation of diverse providers, delegation to another provider does not remove public responsibility. The annual review of regulation of diverse providers therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-03", "REF-04", "REF-18", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-56-b005", "type": "PARAGRAPH", "text": "Implementation of regulation of diverse providers should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. In relation to regulation of diverse providers, the assigned body must have power to act, not merely to request action from another level. Applied to regulation of diverse providers, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of regulation of diverse providers therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on regulation of diverse providers, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-03", "REF-04", "REF-18", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-56-b006", "type": "PARAGRAPH", "text": "The headline result for regulation of diverse providers should be challenged at its weakest distribution. Applied to regulation of diverse providers, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of regulation of diverse providers therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on regulation of diverse providers, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on regulation of diverse providers, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-03", "REF-04", "REF-18", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-56-b007", "type": "PARAGRAPH", "text": "The strongest verification would sample claims, admissions, charges, teaching, complaints and arrangements for provider failure. The annual review of regulation of diverse providers therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on regulation of diverse providers, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on regulation of diverse providers, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on regulation of diverse providers, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-03", "REF-04", "REF-18", "REF-24" ] }, { "id": "sec-iceqc-r-2010-09-56-b008", "type": "PARAGRAPH", "text": "For the next annual interval, regulation of diverse providers should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Within the evidence on regulation of diverse providers, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on regulation of diverse providers, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on regulation of diverse providers, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-03", "REF-04", "REF-18", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2010-09-57", "partId": "part-iceqc-r-2010-09-x", "parentId": null, "number": "57", "title": "Decentralisation with capability and finance", "anchor": "57-decentralisation-with-capability-and-finance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-57-b001", "type": "PARAGRAPH", "text": "The annual evidence on decentralisation with capability and finance supports a clear finding: local discretion can improve responsiveness only where responsibility is matched by capacity and resource. This is the principal annual finding for decentralisation with capability and finance. For national and regional action on decentralisation with capability and finance, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on decentralisation with capability and finance, the conclusion should be read with the source period, population and institutional scope stated. In relation to decentralisation with capability and finance, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-57-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that unfunded transfer and fragmented standards can deepen territorial inequality. In decentralisation with capability and finance, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For this finding on decentralisation with capability and finance, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. In relation to decentralisation with capability and finance, description of a disadvantaged group is not a sufficient explanation. Applied to decentralisation with capability and finance, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-57-b003", "type": "PARAGRAPH", "text": "The required response is to define national guarantees, regional authority, intergovernmental finance and technical support together. For this finding on decentralisation with capability and finance, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. In relation to decentralisation with capability and finance, it should distinguish immediate protection from medium-term institutional improvement. Applied to decentralisation with capability and finance, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. The annual review of decentralisation with capability and finance therefore finds that an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-57-b004", "type": "PARAGRAPH", "text": "Responsibility for decentralisation with capability and finance crosses several competent bodies but must retain one accountable owner. In relation to decentralisation with capability and finance, the assigned body must have power to act, not merely to request action from another level. Applied to decentralisation with capability and finance, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of decentralisation with capability and finance therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on decentralisation with capability and finance, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-57-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to compare local decisions, resource sufficiency, service variation and escalation of unresolved needs. Applied to decentralisation with capability and finance, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of decentralisation with capability and finance therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on decentralisation with capability and finance, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on decentralisation with capability and finance, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-57-b006", "type": "PARAGRAPH", "text": "A favourable account of decentralisation with capability and finance remains incomplete until reviewers test exceptions and unequal effects. The annual review of decentralisation with capability and finance therefore finds that reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Within the evidence on decentralisation with capability and finance, they should also ask whether cost or risk has moved from the public authority to households. For national and regional action on decentralisation with capability and finance, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For this finding on decentralisation with capability and finance, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-57-b007", "type": "PARAGRAPH", "text": "Correction concerning decentralisation with capability and finance should restore practical opportunity. Within the evidence on decentralisation with capability and finance, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on decentralisation with capability and finance, the decision record should name the affected scope, owner, due condition and appeal. For this finding on decentralisation with capability and finance, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-57-b008", "type": "PARAGRAPH", "text": "Monitoring of decentralisation with capability and finance in the coming interval should remain compact, timely and distribution-sensitive. For national and regional action on decentralisation with capability and finance, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on decentralisation with capability and finance, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to decentralisation with capability and finance, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-02", "REF-18", "REF-23", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-58", "partId": "part-iceqc-r-2010-09-x", "parentId": null, "number": "58", "title": "Education information and denominator integrity", "anchor": "58-education-information-and-denominator-integrity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-58-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on education information and denominator integrity is that information should support timely decisions and reveal learners absent from institutional records. This is the principal annual finding for education information and denominator integrity. For this finding on education information and denominator integrity, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to education information and denominator integrity, the conclusion should be read with the source period, population and institutional scope stated. Applied to education information and denominator integrity, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-58-b002", "type": "PARAGRAPH", "text": "Evidence on education information and denominator integrity must be read against the fact that late returns, changing definitions and uncertain populations create false precision. In education information and denominator integrity, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to education information and denominator integrity, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to education information and denominator integrity, description of a disadvantaged group is not a sufficient explanation. The annual review of education information and denominator integrity therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-58-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should reconcile sources, publish missingness and test denominator sensitivity before ranking performance. In relation to education information and denominator integrity, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to education information and denominator integrity, sampling should include the least convenient location, group or period and should test a transition point. The annual review of education information and denominator integrity therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on education information and denominator integrity, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-58-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for education information and denominator integrity follows from availability, accessibility, acceptability and adaptability. Applied to education information and denominator integrity, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of education information and denominator integrity therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on education information and denominator integrity, delegation to another provider does not remove public responsibility. For national and regional action on education information and denominator integrity, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-58-b005", "type": "PARAGRAPH", "text": "Delivery of education information and denominator integrity depends on joined authority from national rule to the institution serving learners. The annual review of education information and denominator integrity therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on education information and denominator integrity, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on education information and denominator integrity, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on education information and denominator integrity, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-58-b006", "type": "PARAGRAPH", "text": "The principal counter-test for education information and denominator integrity is whether a favourable total can coexist with a serious adverse distribution. Within the evidence on education information and denominator integrity, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on education information and denominator integrity, they should also ask whether cost or risk has moved from the public authority to households. For this finding on education information and denominator integrity, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to education information and denominator integrity, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-58-b007", "type": "PARAGRAPH", "text": "Remedy in education information and denominator integrity must address the educational loss, not only the administrative error. For national and regional action on education information and denominator integrity, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For this finding on education information and denominator integrity, the decision record should name the affected scope, owner, due condition and appeal. In relation to education information and denominator integrity, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-58-b008", "type": "PARAGRAPH", "text": "The next public account of education information and denominator integrity needs a balanced set of participation, service, consequence and adverse-case evidence. For this finding on education information and denominator integrity, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to education information and denominator integrity, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to education information and denominator integrity, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-59", "partId": "part-iceqc-r-2010-09-x", "parentId": null, "number": "59", "title": "Inspection, evaluation and improvement", "anchor": "59-inspection-evaluation-and-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-59-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that oversight should establish conditions and consequences and support correction. This is the principal annual finding for inspection, evaluation and improvement. In relation to inspection, evaluation and improvement, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to inspection, evaluation and improvement, the conclusion should be read with the source period, population and institutional scope stated. The annual review of inspection, evaluation and improvement therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-05", "REF-10", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-59-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give inspection, evaluation and improvement a definite regulatory meaning. In relation to inspection, evaluation and improvement, national rules should define enforceable entitlement, minimum protection, recognition and remedy. Applied to inspection, evaluation and improvement, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. The annual review of inspection, evaluation and improvement therefore finds that delegation to another provider does not remove public responsibility. Within the evidence on inspection, evaluation and improvement, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-05", "REF-10", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-59-b003", "type": "PARAGRAPH", "text": "The principal pressure is that checklist compliance can overlook teaching and learner experience while punitive review discourages candour. In inspection, evaluation and improvement, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of inspection, evaluation and improvement therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on inspection, evaluation and improvement, description of a disadvantaged group is not a sufficient explanation. For national and regional action on inspection, evaluation and improvement, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-05", "REF-10", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-59-b004", "type": "PARAGRAPH", "text": "National and regional authorities should use risk-informed evidence, competent observation, proportionate findings and followed-up action. The annual review of inspection, evaluation and improvement therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on inspection, evaluation and improvement, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on inspection, evaluation and improvement, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on inspection, evaluation and improvement, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-05", "REF-10", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-59-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to compare reported policy with site conditions, learner work, participant accounts and sustained correction. Within the evidence on inspection, evaluation and improvement, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on inspection, evaluation and improvement, sampling should include the least convenient location, group or period and should test a transition point. For this finding on inspection, evaluation and improvement, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to inspection, evaluation and improvement, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-05", "REF-10", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-59-b006", "type": "PARAGRAPH", "text": "The operating arrangement for inspection, evaluation and improvement should name every material dependency and the body able to resolve it. For national and regional action on inspection, evaluation and improvement, the assigned body must have power to act, not merely to request action from another level. For this finding on inspection, evaluation and improvement, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to inspection, evaluation and improvement, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to inspection, evaluation and improvement, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-05", "REF-10", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-59-b007", "type": "PARAGRAPH", "text": "Where inspection, evaluation and improvement fails, corrective authority should reach the affected learner and service. For this finding on inspection, evaluation and improvement, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to inspection, evaluation and improvement, the decision record should name the affected scope, owner, due condition and appeal. Applied to inspection, evaluation and improvement, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-05", "REF-10", "REF-15", "REF-18" ] }, { "id": "sec-iceqc-r-2010-09-59-b008", "type": "PARAGRAPH", "text": "Annual follow-up on inspection, evaluation and improvement should privilege a few decision-relevant measures over an extensive catalogue. In relation to inspection, evaluation and improvement, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to inspection, evaluation and improvement, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of inspection, evaluation and improvement therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-05", "REF-10", "REF-15", "REF-18" ] } ] }, { "id": "sec-iceqc-r-2010-09-60", "partId": "part-iceqc-r-2010-09-x", "parentId": null, "number": "60", "title": "Public reporting and honest claims", "anchor": "60-public-reporting-and-honest-claims", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-60-b001", "type": "PARAGRAPH", "text": "Annual reporting should distinguish commitment, resource, operation, participation and outcome. This is the principal annual finding for public reporting and honest claims. Applied to public reporting and honest claims, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of public reporting and honest claims therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on public reporting and honest claims, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-60-b002", "type": "PARAGRAPH", "text": "A central risk in public reporting and honest claims is that selective totals and unsupported causal language can overstate success and weaken trust. In public reporting and honest claims, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of public reporting and honest claims therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on public reporting and honest claims, description of a disadvantaged group is not a sufficient explanation. For national and regional action on public reporting and honest claims, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-60-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would state definitions, period, scope, limitations and alternative explanations near each principal claim. The annual review of public reporting and honest claims therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on public reporting and honest claims, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on public reporting and honest claims, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on public reporting and honest claims, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-60-b004", "type": "PARAGRAPH", "text": "For public reporting and honest claims, the applicable standard joins availability, accessibility, acceptability and adaptability. Within the evidence on public reporting and honest claims, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on public reporting and honest claims, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on public reporting and honest claims, delegation to another provider does not remove public responsibility. In relation to public reporting and honest claims, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-60-b005", "type": "PARAGRAPH", "text": "Implementation of public reporting and honest claims should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. For national and regional action on public reporting and honest claims, the assigned body must have power to act, not merely to request action from another level. For this finding on public reporting and honest claims, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to public reporting and honest claims, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to public reporting and honest claims, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-60-b006", "type": "PARAGRAPH", "text": "The headline result for public reporting and honest claims should be challenged at its weakest distribution. For this finding on public reporting and honest claims, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to public reporting and honest claims, they should also ask whether cost or risk has moved from the public authority to households. Applied to public reporting and honest claims, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of public reporting and honest claims therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-60-b007", "type": "PARAGRAPH", "text": "The strongest verification would reconstruct selected claims from source to conclusion and correct material inconsistency. In relation to public reporting and honest claims, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to public reporting and honest claims, sampling should include the least convenient location, group or period and should test a transition point. The annual review of public reporting and honest claims therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on public reporting and honest claims, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-60-b008", "type": "PARAGRAPH", "text": "For the next annual interval, public reporting and honest claims should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Applied to public reporting and honest claims, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of public reporting and honest claims therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on public reporting and honest claims, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] } ] }, { "id": "sec-iceqc-r-2010-09-61", "partId": "part-iceqc-r-2010-09-xi", "parentId": null, "number": "61", "title": "Sub-Saharan Africa", "anchor": "61-sub-saharan-africa", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-61-b001", "type": "PARAGRAPH", "text": "The annual evidence on sub-saharan africa supports a clear finding: rapid participation gains coexist with the largest concentrations of out-of-school children, teacher need and financing pressure. This is the principal annual finding for sub-saharan africa. The annual review of sub-saharan africa therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on sub-saharan africa, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on sub-saharan africa, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-61-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that population growth, poverty, conflict and sparse provision place simultaneous demands on system capacity. In sub-saharan africa, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Within the evidence on sub-saharan africa, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For national and regional action on sub-saharan africa, description of a disadvantaged group is not a sufficient explanation. For this finding on sub-saharan africa, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-61-b003", "type": "PARAGRAPH", "text": "The required response is to protect primary completion while expanding teachers, lower-secondary opportunity and targeted inclusion. Within the evidence on sub-saharan africa, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For national and regional action on sub-saharan africa, it should distinguish immediate protection from medium-term institutional improvement. For this finding on sub-saharan africa, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. In relation to sub-saharan africa, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-61-b004", "type": "PARAGRAPH", "text": "Responsibility for sub-saharan africa crosses several competent bodies but must retain one accountable owner. For national and regional action on sub-saharan africa, the assigned body must have power to act, not merely to request action from another level. For this finding on sub-saharan africa, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to sub-saharan africa, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to sub-saharan africa, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-61-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to differentiate country and subnational conditions rather than treating the region as one performance category. For this finding on sub-saharan africa, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to sub-saharan africa, sampling should include the least convenient location, group or period and should test a transition point. Applied to sub-saharan africa, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of sub-saharan africa therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-61-b006", "type": "PARAGRAPH", "text": "A favourable account of sub-saharan africa remains incomplete until reviewers test exceptions and unequal effects. In relation to sub-saharan africa, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Applied to sub-saharan africa, they should also ask whether cost or risk has moved from the public authority to households. The annual review of sub-saharan africa therefore finds that a contradiction between expenditure, reported activity and learner experience should be investigated at source. Within the evidence on sub-saharan africa, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-61-b007", "type": "PARAGRAPH", "text": "Correction concerning sub-saharan africa should restore practical opportunity. Applied to sub-saharan africa, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of sub-saharan africa therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on sub-saharan africa, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-61-b008", "type": "PARAGRAPH", "text": "Monitoring of sub-saharan africa in the coming interval should remain compact, timely and distribution-sensitive. The annual review of sub-saharan africa therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on sub-saharan africa, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on sub-saharan africa, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-62", "partId": "part-iceqc-r-2010-09-xi", "parentId": null, "number": "62", "title": "Arab States", "anchor": "62-arab-states", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-62-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on arab states is that progress in access coexists with gender, location, conflict and quality differences across diverse national systems. This is the principal annual finding for arab states. Within the evidence on arab states, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on arab states, the conclusion should be read with the source period, population and institutional scope stated. For this finding on arab states, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-25", "REF-29", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-62-b002", "type": "PARAGRAPH", "text": "Evidence on arab states must be read against the fact that regional totals conceal very different resources, institutions and exposure to displacement. In arab states, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on arab states, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on arab states, description of a disadvantaged group is not a sufficient explanation. In relation to arab states, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-25", "REF-29", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-62-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should compare participation, learning, gender, location and continuity within each national context. For national and regional action on arab states, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on arab states, sampling should include the least convenient location, group or period and should test a transition point. In relation to arab states, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to arab states, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-25", "REF-29", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-62-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for arab states follows from availability, accessibility, acceptability and adaptability. For this finding on arab states, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to arab states, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to arab states, delegation to another provider does not remove public responsibility. The annual review of arab states therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-25", "REF-29", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-62-b005", "type": "PARAGRAPH", "text": "Delivery of arab states depends on joined authority from national rule to the institution serving learners. In relation to arab states, the assigned body must have power to act, not merely to request action from another level. Applied to arab states, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of arab states therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on arab states, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-25", "REF-29", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-62-b006", "type": "PARAGRAPH", "text": "The principal counter-test for arab states is whether a favourable total can coexist with a serious adverse distribution. Applied to arab states, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of arab states therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on arab states, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on arab states, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-25", "REF-29", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-62-b007", "type": "PARAGRAPH", "text": "Remedy in arab states must address the educational loss, not only the administrative error. The annual review of arab states therefore finds that depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Within the evidence on arab states, the decision record should name the affected scope, owner, due condition and appeal. For national and regional action on arab states, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-25", "REF-29", "REF-37" ] }, { "id": "sec-iceqc-r-2010-09-62-b008", "type": "PARAGRAPH", "text": "The next public account of arab states needs a balanced set of participation, service, consequence and adverse-case evidence. Within the evidence on arab states, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on arab states, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on arab states, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-25", "REF-29", "REF-37" ] } ] }, { "id": "sec-iceqc-r-2010-09-63", "partId": "part-iceqc-r-2010-09-xi", "parentId": null, "number": "63", "title": "South and West Asia", "anchor": "63-south-and-west-asia", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-63-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that large enrolment gains are accompanied by persistent poverty, gender and learning inequalities. This is the principal annual finding for south and west asia. For national and regional action on south and west asia, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on south and west asia, the conclusion should be read with the source period, population and institutional scope stated. In relation to south and west asia, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-63-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give south and west asia a definite regulatory meaning. For national and regional action on south and west asia, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For this finding on south and west asia, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. In relation to south and west asia, delegation to another provider does not remove public responsibility. Applied to south and west asia, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-63-b003", "type": "PARAGRAPH", "text": "The principal pressure is that scale makes national improvement visible while disadvantaged districts and social groups remain numerous. In south and west asia, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to south and west asia, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to south and west asia, description of a disadvantaged group is not a sufficient explanation. The annual review of south and west asia therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-63-b004", "type": "PARAGRAPH", "text": "National and regional authorities should join system-wide teaching improvement with focused measures for excluded populations. In relation to south and west asia, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to south and west asia, it should distinguish immediate protection from medium-term institutional improvement. The annual review of south and west asia therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on south and west asia, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-63-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to use state, district and group distributions and verify whether learning gains reach first-generation learners. Applied to south and west asia, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of south and west asia therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on south and west asia, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on south and west asia, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-63-b006", "type": "PARAGRAPH", "text": "The operating arrangement for south and west asia should name every material dependency and the body able to resolve it. The annual review of south and west asia therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on south and west asia, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on south and west asia, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on south and west asia, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-63-b007", "type": "PARAGRAPH", "text": "Where south and west asia fails, corrective authority should reach the affected learner and service. Within the evidence on south and west asia, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on south and west asia, the decision record should name the affected scope, owner, due condition and appeal. For this finding on south and west asia, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-63-b008", "type": "PARAGRAPH", "text": "Annual follow-up on south and west asia should privilege a few decision-relevant measures over an extensive catalogue. For national and regional action on south and west asia, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on south and west asia, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to south and west asia, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-21", "REF-25", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-64", "partId": "part-iceqc-r-2010-09-xi", "parentId": null, "number": "64", "title": "East Asia and the Pacific", "anchor": "64-east-asia-and-the-pacific", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-64-b001", "type": "PARAGRAPH", "text": "Strong aggregate progress includes remote, minority, migrant and low-income populations that remain less served. This is the principal annual finding for east asia and the pacific. For this finding on east asia and the pacific, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to east asia and the pacific, the conclusion should be read with the source period, population and institutional scope stated. Applied to east asia and the pacific, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-09", "REF-21", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-64-b002", "type": "PARAGRAPH", "text": "A central risk in east asia and the pacific is that national averages and economic growth can obscure internal disparity and pressure from rapid change. In east asia and the pacific, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to east asia and the pacific, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to east asia and the pacific, description of a disadvantaged group is not a sufficient explanation. The annual review of east asia and the pacific therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-09", "REF-21", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-64-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would maintain equity finance, multilingual inclusion, portable access and learning quality during expansion. In relation to east asia and the pacific, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Applied to east asia and the pacific, it should distinguish immediate protection from medium-term institutional improvement. The annual review of east asia and the pacific therefore finds that where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Within the evidence on east asia and the pacific, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-09", "REF-21", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-64-b004", "type": "PARAGRAPH", "text": "For east asia and the pacific, the applicable standard joins availability, accessibility, acceptability and adaptability. Applied to east asia and the pacific, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of east asia and the pacific therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on east asia and the pacific, delegation to another provider does not remove public responsibility. For national and regional action on east asia and the pacific, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-09", "REF-21", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-64-b005", "type": "PARAGRAPH", "text": "Implementation of east asia and the pacific should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. The annual review of east asia and the pacific therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on east asia and the pacific, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on east asia and the pacific, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on east asia and the pacific, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-09", "REF-21", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-64-b006", "type": "PARAGRAPH", "text": "The headline result for east asia and the pacific should be challenged at its weakest distribution. Within the evidence on east asia and the pacific, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on east asia and the pacific, they should also ask whether cost or risk has moved from the public authority to households. For this finding on east asia and the pacific, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to east asia and the pacific, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-09", "REF-21", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-64-b007", "type": "PARAGRAPH", "text": "The strongest verification would analyse subnational distributions, transition and learning rather than relying on regional leadership in totals. For national and regional action on east asia and the pacific, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For this finding on east asia and the pacific, sampling should include the least convenient location, group or period and should test a transition point. In relation to east asia and the pacific, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Applied to east asia and the pacific, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-09", "REF-21", "REF-25" ] }, { "id": "sec-iceqc-r-2010-09-64-b008", "type": "PARAGRAPH", "text": "For the next annual interval, east asia and the pacific should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. For this finding on east asia and the pacific, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to east asia and the pacific, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to east asia and the pacific, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-09", "REF-21", "REF-25" ] } ] }, { "id": "sec-iceqc-r-2010-09-65", "partId": "part-iceqc-r-2010-09-xi", "parentId": null, "number": "65", "title": "Latin America and the Caribbean", "anchor": "65-latin-america-and-the-caribbean", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-65-b001", "type": "PARAGRAPH", "text": "The annual evidence on latin america and the caribbean supports a clear finding: high participation in many systems coexists with repetition, inequality, indigenous exclusion and disaster vulnerability. This is the principal annual finding for latin america and the caribbean. In relation to latin america and the caribbean, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to latin america and the caribbean, the conclusion should be read with the source period, population and institutional scope stated. The annual review of latin america and the caribbean therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-09", "REF-30", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-65-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that social and territorial segmentation affects the quality and continuity attached to formal access. In latin america and the caribbean, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. Applied to latin america and the caribbean, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. The annual review of latin america and the caribbean therefore finds that description of a disadvantaged group is not a sufficient explanation. Within the evidence on latin america and the caribbean, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-09", "REF-30", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-65-b003", "type": "PARAGRAPH", "text": "The required response is to reduce repetition, strengthen multilingual inclusion and protect services during reconstruction and fiscal pressure. Applied to latin america and the caribbean, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. The annual review of latin america and the caribbean therefore finds that it should distinguish immediate protection from medium-term institutional improvement. Within the evidence on latin america and the caribbean, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For national and regional action on latin america and the caribbean, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-09", "REF-30", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-65-b004", "type": "PARAGRAPH", "text": "Responsibility for latin america and the caribbean crosses several competent bodies but must retain one accountable owner. The annual review of latin america and the caribbean therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on latin america and the caribbean, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on latin america and the caribbean, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on latin america and the caribbean, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-09", "REF-30", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-65-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to compare learning and progression by income, territory and identity and keep Haiti visible within regional reporting. Within the evidence on latin america and the caribbean, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on latin america and the caribbean, sampling should include the least convenient location, group or period and should test a transition point. For this finding on latin america and the caribbean, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to latin america and the caribbean, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-09", "REF-30", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-65-b006", "type": "PARAGRAPH", "text": "A favourable account of latin america and the caribbean remains incomplete until reviewers test exceptions and unequal effects. For national and regional action on latin america and the caribbean, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For this finding on latin america and the caribbean, they should also ask whether cost or risk has moved from the public authority to households. In relation to latin america and the caribbean, a contradiction between expenditure, reported activity and learner experience should be investigated at source. Applied to latin america and the caribbean, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-09", "REF-30", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-65-b007", "type": "PARAGRAPH", "text": "Correction concerning latin america and the caribbean should restore practical opportunity. For this finding on latin america and the caribbean, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to latin america and the caribbean, the decision record should name the affected scope, owner, due condition and appeal. Applied to latin america and the caribbean, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-09", "REF-30", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-65-b008", "type": "PARAGRAPH", "text": "Monitoring of latin america and the caribbean in the coming interval should remain compact, timely and distribution-sensitive. In relation to latin america and the caribbean, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to latin america and the caribbean, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of latin america and the caribbean therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-09", "REF-30", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-66", "partId": "part-iceqc-r-2010-09-xi", "parentId": null, "number": "66", "title": "Europe, Central Asia and high-income systems", "anchor": "66-europe-central-asia-and-high-income-systems", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-66-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on europe, central asia and high-income systems is that broad access does not remove early leaving, migrant disadvantage, skills gaps or exclusion during recession. This is the principal annual finding for europe, central asia and high-income systems. Applied to europe, central asia and high-income systems, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of europe, central asia and high-income systems therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on europe, central asia and high-income systems, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-66-b002", "type": "PARAGRAPH", "text": "Evidence on europe, central asia and high-income systems must be read against the fact that fiscal consolidation and weak youth labour markets can deepen inequalities within mature systems. In europe, central asia and high-income systems, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of europe, central asia and high-income systems therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on europe, central asia and high-income systems, description of a disadvantaged group is not a sufficient explanation. For national and regional action on europe, central asia and high-income systems, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-66-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should interpret European and high-income indicators by social group and examine the quality of transitions. The annual review of europe, central asia and high-income systems therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on europe, central asia and high-income systems, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on europe, central asia and high-income systems, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on europe, central asia and high-income systems, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-66-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for europe, central asia and high-income systems follows from availability, accessibility, acceptability and adaptability. Within the evidence on europe, central asia and high-income systems, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on europe, central asia and high-income systems, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on europe, central asia and high-income systems, delegation to another provider does not remove public responsibility. In relation to europe, central asia and high-income systems, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-66-b005", "type": "PARAGRAPH", "text": "Delivery of europe, central asia and high-income systems depends on joined authority from national rule to the institution serving learners. For national and regional action on europe, central asia and high-income systems, the assigned body must have power to act, not merely to request action from another level. For this finding on europe, central asia and high-income systems, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to europe, central asia and high-income systems, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to europe, central asia and high-income systems, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-66-b006", "type": "PARAGRAPH", "text": "The principal counter-test for europe, central asia and high-income systems is whether a favourable total can coexist with a serious adverse distribution. For this finding on europe, central asia and high-income systems, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to europe, central asia and high-income systems, they should also ask whether cost or risk has moved from the public authority to households. Applied to europe, central asia and high-income systems, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of europe, central asia and high-income systems therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-66-b007", "type": "PARAGRAPH", "text": "Remedy in europe, central asia and high-income systems must address the educational loss, not only the administrative error. In relation to europe, central asia and high-income systems, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. Applied to europe, central asia and high-income systems, the decision record should name the affected scope, owner, due condition and appeal. The annual review of europe, central asia and high-income systems therefore finds that closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-35", "REF-36" ] }, { "id": "sec-iceqc-r-2010-09-66-b008", "type": "PARAGRAPH", "text": "The next public account of europe, central asia and high-income systems needs a balanced set of participation, service, consequence and adverse-case evidence. Applied to europe, central asia and high-income systems, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of europe, central asia and high-income systems therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on europe, central asia and high-income systems, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-27", "REF-28", "REF-34", "REF-35", "REF-36" ] } ] }, { "id": "sec-iceqc-r-2010-09-67", "partId": "part-iceqc-r-2010-09-xii", "parentId": null, "number": "67", "title": "Protect the minimum learner-facing service", "anchor": "67-protect-the-minimum-learner-facing-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-67-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that every authority should define the teaching, support, safety and recognition that cannot be allowed to fail. This is the principal annual finding for protect the minimum learner-facing service. The annual review of protect the minimum learner-facing service therefore finds that it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Within the evidence on protect the minimum learner-facing service, the conclusion should be read with the source period, population and institutional scope stated. For national and regional action on protect the minimum learner-facing service, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-03", "REF-04", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-67-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give protect the minimum learner-facing service a definite regulatory meaning. The annual review of protect the minimum learner-facing service therefore finds that national rules should define enforceable entitlement, minimum protection, recognition and remedy. Within the evidence on protect the minimum learner-facing service, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For national and regional action on protect the minimum learner-facing service, delegation to another provider does not remove public responsibility. For this finding on protect the minimum learner-facing service, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-03", "REF-04", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-67-b003", "type": "PARAGRAPH", "text": "The principal pressure is that broad sector protection can coexist with local loss of staff, time, materials or access. In protect the minimum learner-facing service, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on protect the minimum learner-facing service, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on protect the minimum learner-facing service, description of a disadvantaged group is not a sufficient explanation. In relation to protect the minimum learner-facing service, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-03", "REF-04", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-67-b004", "type": "PARAGRAPH", "text": "National and regional authorities should identify essential functions and pre-authorise contingency and correction. For national and regional action on protect the minimum learner-facing service, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on protect the minimum learner-facing service, it should distinguish immediate protection from medium-term institutional improvement. In relation to protect the minimum learner-facing service, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to protect the minimum learner-facing service, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-03", "REF-04", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-67-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to report interruptions, affected learners, substitute provision and recovered opportunity. For this finding on protect the minimum learner-facing service, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. In relation to protect the minimum learner-facing service, sampling should include the least convenient location, group or period and should test a transition point. Applied to protect the minimum learner-facing service, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. The annual review of protect the minimum learner-facing service therefore finds that missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-03", "REF-04", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-67-b006", "type": "PARAGRAPH", "text": "The operating arrangement for protect the minimum learner-facing service should name every material dependency and the body able to resolve it. In relation to protect the minimum learner-facing service, the assigned body must have power to act, not merely to request action from another level. Applied to protect the minimum learner-facing service, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of protect the minimum learner-facing service therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on protect the minimum learner-facing service, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-03", "REF-04", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-67-b007", "type": "PARAGRAPH", "text": "Where protect the minimum learner-facing service fails, corrective authority should reach the affected learner and service. Applied to protect the minimum learner-facing service, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. The annual review of protect the minimum learner-facing service therefore finds that the decision record should name the affected scope, owner, due condition and appeal. Within the evidence on protect the minimum learner-facing service, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-03", "REF-04", "REF-27", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-67-b008", "type": "PARAGRAPH", "text": "Annual follow-up on protect the minimum learner-facing service should privilege a few decision-relevant measures over an extensive catalogue. The annual review of protect the minimum learner-facing service therefore finds that the set must remain small enough for timely use but sufficient to expose unequal delivery. Within the evidence on protect the minimum learner-facing service, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For national and regional action on protect the minimum learner-facing service, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-03", "REF-04", "REF-27", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-68", "partId": "part-iceqc-r-2010-09-xii", "parentId": null, "number": "68", "title": "Reach learners absent from current records", "anchor": "68-reach-learners-absent-from-current-records", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-68-b001", "type": "PARAGRAPH", "text": "Universal policy requires an active account of children not represented in institutional data. This is the principal annual finding for reach learners absent from current records. Within the evidence on reach learners absent from current records, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For national and regional action on reach learners absent from current records, the conclusion should be read with the source period, population and institutional scope stated. For this finding on reach learners absent from current records, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-03", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-68-b002", "type": "PARAGRAPH", "text": "A central risk in reach learners absent from current records is that planning from current enrolment reproduces the boundary of existing provision. In reach learners absent from current records, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For national and regional action on reach learners absent from current records, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. For this finding on reach learners absent from current records, description of a disadvantaged group is not a sufficient explanation. In relation to reach learners absent from current records, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-03", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-68-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would combine lawful population evidence, community knowledge and accessible entry without punitive documentation rules. For national and regional action on reach learners absent from current records, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. For this finding on reach learners absent from current records, it should distinguish immediate protection from medium-term institutional improvement. In relation to reach learners absent from current records, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. Applied to reach learners absent from current records, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-03", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-68-b004", "type": "PARAGRAPH", "text": "For reach learners absent from current records, the applicable standard joins availability, accessibility, acceptability and adaptability. For this finding on reach learners absent from current records, national rules should define enforceable entitlement, minimum protection, recognition and remedy. In relation to reach learners absent from current records, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Applied to reach learners absent from current records, delegation to another provider does not remove public responsibility. The annual review of reach learners absent from current records therefore finds that any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-03", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-68-b005", "type": "PARAGRAPH", "text": "Implementation of reach learners absent from current records should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. In relation to reach learners absent from current records, the assigned body must have power to act, not merely to request action from another level. Applied to reach learners absent from current records, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of reach learners absent from current records therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on reach learners absent from current records, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-03", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-68-b006", "type": "PARAGRAPH", "text": "The headline result for reach learners absent from current records should be challenged at its weakest distribution. Applied to reach learners absent from current records, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. The annual review of reach learners absent from current records therefore finds that they should also ask whether cost or risk has moved from the public authority to households. Within the evidence on reach learners absent from current records, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For national and regional action on reach learners absent from current records, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-03", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-68-b007", "type": "PARAGRAPH", "text": "The strongest verification would publish estimated gaps and verify that identified learners receive and remain in suitable education. The annual review of reach learners absent from current records therefore finds that the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Within the evidence on reach learners absent from current records, sampling should include the least convenient location, group or period and should test a transition point. For national and regional action on reach learners absent from current records, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For this finding on reach learners absent from current records, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-03", "REF-21", "REF-38" ] }, { "id": "sec-iceqc-r-2010-09-68-b008", "type": "PARAGRAPH", "text": "For the next annual interval, reach learners absent from current records should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Within the evidence on reach learners absent from current records, the set must remain small enough for timely use but sufficient to expose unequal delivery. For national and regional action on reach learners absent from current records, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. For this finding on reach learners absent from current records, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-03", "REF-21", "REF-38" ] } ] }, { "id": "sec-iceqc-r-2010-09-69", "partId": "part-iceqc-r-2010-09-xii", "parentId": null, "number": "69", "title": "Restore lost teaching and progression", "anchor": "69-restore-lost-teaching-and-progression", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-69-b001", "type": "PARAGRAPH", "text": "The annual evidence on restore lost teaching and progression supports a clear finding: reopening or budget restoration does not repair learning time and decisions already lost. This is the principal annual finding for restore lost teaching and progression. For national and regional action on restore lost teaching and progression, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. For this finding on restore lost teaching and progression, the conclusion should be read with the source period, population and institutional scope stated. In relation to restore lost teaching and progression, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-15", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-69-b002", "type": "PARAGRAPH", "text": "The adverse mechanism requiring attention is that affected learners may return to an unchanged calendar and face assessment as though interruption had not occurred. In restore lost teaching and progression, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. For this finding on restore lost teaching and progression, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. In relation to restore lost teaching and progression, description of a disadvantaged group is not a sufficient explanation. Applied to restore lost teaching and progression, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-15", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-69-b003", "type": "PARAGRAPH", "text": "The required response is to diagnose loss and provide additional teaching, adjusted assessment and renewed progression opportunity. For this finding on restore lost teaching and progression, a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. In relation to restore lost teaching and progression, it should distinguish immediate protection from medium-term institutional improvement. Applied to restore lost teaching and progression, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. The annual review of restore lost teaching and progression therefore finds that an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-15", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-69-b004", "type": "PARAGRAPH", "text": "Responsibility for restore lost teaching and progression crosses several competent bodies but must retain one accountable owner. In relation to restore lost teaching and progression, the assigned body must have power to act, not merely to request action from another level. Applied to restore lost teaching and progression, communities, learners and personnel should be able to influence material decisions through accessible means. The annual review of restore lost teaching and progression therefore finds that agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Within the evidence on restore lost teaching and progression, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-15", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-69-b005", "type": "PARAGRAPH", "text": "A defensible conclusion requires the authority to sample affected learner work and decisions before closing the restoration action. Applied to restore lost teaching and progression, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. The annual review of restore lost teaching and progression therefore finds that sampling should include the least convenient location, group or period and should test a transition point. Within the evidence on restore lost teaching and progression, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. For national and regional action on restore lost teaching and progression, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-15", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-69-b006", "type": "PARAGRAPH", "text": "A favourable account of restore lost teaching and progression remains incomplete until reviewers test exceptions and unequal effects. The annual review of restore lost teaching and progression therefore finds that reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. Within the evidence on restore lost teaching and progression, they should also ask whether cost or risk has moved from the public authority to households. For national and regional action on restore lost teaching and progression, a contradiction between expenditure, reported activity and learner experience should be investigated at source. For this finding on restore lost teaching and progression, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-15", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-69-b007", "type": "PARAGRAPH", "text": "Correction concerning restore lost teaching and progression should restore practical opportunity. Within the evidence on restore lost teaching and progression, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For national and regional action on restore lost teaching and progression, the decision record should name the affected scope, owner, due condition and appeal. For this finding on restore lost teaching and progression, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-15", "REF-30", "REF-31", "REF-32" ] }, { "id": "sec-iceqc-r-2010-09-69-b008", "type": "PARAGRAPH", "text": "Monitoring of restore lost teaching and progression in the coming interval should remain compact, timely and distribution-sensitive. For national and regional action on restore lost teaching and progression, the set must remain small enough for timely use but sufficient to expose unequal delivery. For this finding on restore lost teaching and progression, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. In relation to restore lost teaching and progression, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-15", "REF-30", "REF-31", "REF-32" ] } ] }, { "id": "sec-iceqc-r-2010-09-70", "partId": "part-iceqc-r-2010-09-xii", "parentId": null, "number": "70", "title": "Strengthen teachers where need is greatest", "anchor": "70-strengthen-teachers-where-need-is-greatest", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-70-b001", "type": "PARAGRAPH", "text": "For 2010, the governing conclusion on strengthen teachers where need is greatest is that equity depends on competent and supported teachers in the least advantaged institutions. This is the principal annual finding for strengthen teachers where need is greatest. For this finding on strengthen teachers where need is greatest, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. In relation to strengthen teachers where need is greatest, the conclusion should be read with the source period, population and institutional scope stated. Applied to strengthen teachers where need is greatest, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-18", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-70-b002", "type": "PARAGRAPH", "text": "Evidence on strengthen teachers where need is greatest must be read against the fact that vacancy and turnover can nullify curriculum, finance and inclusion commitments. In strengthen teachers where need is greatest, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. In relation to strengthen teachers where need is greatest, the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Applied to strengthen teachers where need is greatest, description of a disadvantaged group is not a sufficient explanation. The annual review of strengthen teachers where need is greatest therefore finds that causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-18", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-70-b003", "type": "PARAGRAPH", "text": "For evidentiary purposes, reviewers should monitor delivered teaching, retention, classroom practice and learner response. In relation to strengthen teachers where need is greatest, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to strengthen teachers where need is greatest, sampling should include the least convenient location, group or period and should test a transition point. The annual review of strengthen teachers where need is greatest therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on strengthen teachers where need is greatest, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-18", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-70-b004", "type": "PARAGRAPH", "text": "The regulatory interpretation for strengthen teachers where need is greatest follows from availability, accessibility, acceptability and adaptability. Applied to strengthen teachers where need is greatest, national rules should define enforceable entitlement, minimum protection, recognition and remedy. The annual review of strengthen teachers where need is greatest therefore finds that regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. Within the evidence on strengthen teachers where need is greatest, delegation to another provider does not remove public responsibility. For national and regional action on strengthen teachers where need is greatest, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-18", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-70-b005", "type": "PARAGRAPH", "text": "Delivery of strengthen teachers where need is greatest depends on joined authority from national rule to the institution serving learners. The annual review of strengthen teachers where need is greatest therefore finds that the assigned body must have power to act, not merely to request action from another level. Within the evidence on strengthen teachers where need is greatest, communities, learners and personnel should be able to influence material decisions through accessible means. For national and regional action on strengthen teachers where need is greatest, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. For this finding on strengthen teachers where need is greatest, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-18", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-70-b006", "type": "PARAGRAPH", "text": "The principal counter-test for strengthen teachers where need is greatest is whether a favourable total can coexist with a serious adverse distribution. Within the evidence on strengthen teachers where need is greatest, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. For national and regional action on strengthen teachers where need is greatest, they should also ask whether cost or risk has moved from the public authority to households. For this finding on strengthen teachers where need is greatest, a contradiction between expenditure, reported activity and learner experience should be investigated at source. In relation to strengthen teachers where need is greatest, non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-01", "REF-18", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-70-b007", "type": "PARAGRAPH", "text": "Remedy in strengthen teachers where need is greatest must address the educational loss, not only the administrative error. For national and regional action on strengthen teachers where need is greatest, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. For this finding on strengthen teachers where need is greatest, the decision record should name the affected scope, owner, due condition and appeal. In relation to strengthen teachers where need is greatest, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-18", "REF-23", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-70-b008", "type": "PARAGRAPH", "text": "The next public account of strengthen teachers where need is greatest needs a balanced set of participation, service, consequence and adverse-case evidence. For this finding on strengthen teachers where need is greatest, the set must remain small enough for timely use but sufficient to expose unequal delivery. In relation to strengthen teachers where need is greatest, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Applied to strengthen teachers where need is greatest, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-18", "REF-23", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-71", "partId": "part-iceqc-r-2010-09-xii", "parentId": null, "number": "71", "title": "Protect finance and make it traceable", "anchor": "71-protect-finance-and-make-it-traceable", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-71-b001", "type": "PARAGRAPH", "text": "The integrated judgement is that fiscal pressure requires explicit priority and timely information rather than undifferentiated cuts. This is the principal annual finding for protect finance and make it traceable. In relation to protect finance and make it traceable, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. Applied to protect finance and make it traceable, the conclusion should be read with the source period, population and institutional scope stated. The annual review of protect finance and make it traceable therefore finds that a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-71-b002", "type": "PARAGRAPH", "text": "Rights and public responsibility give protect finance and make it traceable a definite regulatory meaning. In relation to protect finance and make it traceable, national rules should define enforceable entitlement, minimum protection, recognition and remedy. Applied to protect finance and make it traceable, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. The annual review of protect finance and make it traceable therefore finds that delegation to another provider does not remove public responsibility. Within the evidence on protect finance and make it traceable, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-71-b003", "type": "PARAGRAPH", "text": "The principal pressure is that delay and small local reductions can cause disproportionate educational loss. In protect finance and make it traceable, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of protect finance and make it traceable therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on protect finance and make it traceable, description of a disadvantaged group is not a sufficient explanation. For national and regional action on protect finance and make it traceable, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-71-b004", "type": "PARAGRAPH", "text": "National and regional authorities should publish protected functions, allocations, releases, local receipt and corrective authority. The annual review of protect finance and make it traceable therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on protect finance and make it traceable, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on protect finance and make it traceable, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on protect finance and make it traceable, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-71-b005", "type": "PARAGRAPH", "text": "The decisive evidence is to link finance records to actual service and disclose unresolved shortfalls. Within the evidence on protect finance and make it traceable, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. For national and regional action on protect finance and make it traceable, sampling should include the least convenient location, group or period and should test a transition point. For this finding on protect finance and make it traceable, administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. In relation to protect finance and make it traceable, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-71-b006", "type": "PARAGRAPH", "text": "The operating arrangement for protect finance and make it traceable should name every material dependency and the body able to resolve it. For national and regional action on protect finance and make it traceable, the assigned body must have power to act, not merely to request action from another level. For this finding on protect finance and make it traceable, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to protect finance and make it traceable, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to protect finance and make it traceable, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-71-b007", "type": "PARAGRAPH", "text": "Where protect finance and make it traceable fails, corrective authority should reach the affected learner and service. For this finding on protect finance and make it traceable, depending on the finding, this can require admission, additional teaching, a changed language or timetable, safer access, reasonable accommodation, staff support, new assessment, recognition of prior learning, restored finance or a responsible alternative provider. In relation to protect finance and make it traceable, the decision record should name the affected scope, owner, due condition and appeal. Applied to protect finance and make it traceable, closure requires evidence from the setting that produced the failure and should determine whether learners lost time or progression that still requires remedy.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] }, { "id": "sec-iceqc-r-2010-09-71-b008", "type": "PARAGRAPH", "text": "Annual follow-up on protect finance and make it traceable should privilege a few decision-relevant measures over an extensive catalogue. In relation to protect finance and make it traceable, the set must remain small enough for timely use but sufficient to expose unequal delivery. Applied to protect finance and make it traceable, each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. The annual review of protect finance and make it traceable therefore finds that the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-01", "REF-27", "REF-28", "REF-40" ] } ] }, { "id": "sec-iceqc-r-2010-09-72", "partId": "part-iceqc-r-2010-09-xii", "parentId": null, "number": "72", "title": "Annual compact for evidence and correction", "anchor": "72-annual-compact-for-evidence-and-correction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2010-09-72-b001", "type": "PARAGRAPH", "text": "The next annual cycle should connect a small number of public priorities to reviewable action. This is the principal annual finding for annual compact for evidence and correction. Applied to annual compact for evidence and correction, it locates quality in the learner-facing service and its consequence, not in the existence of a strategy or institution alone. The annual review of annual compact for evidence and correction therefore finds that the conclusion should be read with the source period, population and institutional scope stated. Within the evidence on annual compact for evidence and correction, a global proposition may establish direction, but national and regional authorities must determine its magnitude and particular mechanism in their own evidence.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-72-b002", "type": "PARAGRAPH", "text": "A central risk in annual compact for evidence and correction is that large indicator catalogues and unowned recommendations diffuse attention. In annual compact for evidence and correction, exclusion may be produced by an ordinary funding rule, calendar, language requirement, admission decision, staffing practice or geographic assumption. The annual review of annual compact for evidence and correction therefore finds that the authority should identify the institutional decision that turns a social or economic condition into lost access, time, support or learning. Within the evidence on annual compact for evidence and correction, description of a disadvantaged group is not a sufficient explanation. For national and regional action on annual compact for evidence and correction, causal language should be no broader than the evidence and should preserve plausible alternatives.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-72-b003", "type": "PARAGRAPH", "text": "A proportionate improvement measure would adopt national and regional compacts stating baseline, owner, resource, milestone, evidence and remedy. The annual review of annual compact for evidence and correction therefore finds that a complete action should identify the affected learners, baseline condition, authorised owner, cooperating bodies, finance, timetable, dependencies, contingency and completion criterion. Within the evidence on annual compact for evidence and correction, it should distinguish immediate protection from medium-term institutional improvement. For national and regional action on annual compact for evidence and correction, where full delivery cannot be achieved at once, the limitation must be communicated and the least harmful authorised alternative provided. For this finding on annual compact for evidence and correction, an aspiration without these elements cannot be counted as an operating measure in the annual judgement.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-72-b004", "type": "PARAGRAPH", "text": "For annual compact for evidence and correction, the applicable standard joins availability, accessibility, acceptability and adaptability. Within the evidence on annual compact for evidence and correction, national rules should define enforceable entitlement, minimum protection, recognition and remedy. For national and regional action on annual compact for evidence and correction, regional and local bodies should have the authority and resources to adjust route, timing, language, staffing and support while preserving the substantive standard. For this finding on annual compact for evidence and correction, delegation to another provider does not remove public responsibility. In relation to annual compact for evidence and correction, any exceptional arrangement should state scope, duration, review and the route into ordinary recognised provision.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-72-b005", "type": "PARAGRAPH", "text": "Implementation of annual compact for evidence and correction should connect the national ministry, competent regional authority, institution and relevant protection, finance, health, labour or transport bodies. For national and regional action on annual compact for evidence and correction, the assigned body must have power to act, not merely to request action from another level. For this finding on annual compact for evidence and correction, communities, learners and personnel should be able to influence material decisions through accessible means. In relation to annual compact for evidence and correction, agreements with international or civil-society partners should state public standards, information duties, safeguarding, recurrent cost and transition. Applied to annual compact for evidence and correction, coordination is evidenced by resolved dependencies, not by the number of meetings held.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-72-b006", "type": "PARAGRAPH", "text": "The headline result for annual compact for evidence and correction should be challenged at its weakest distribution. For this finding on annual compact for evidence and correction, reviewers should examine late entry, interrupted attendance, repetition, withdrawal, unfilled teaching time, delayed materials, weak support and unrecognised transfer. In relation to annual compact for evidence and correction, they should also ask whether cost or risk has moved from the public authority to households. Applied to annual compact for evidence and correction, a contradiction between expenditure, reported activity and learner experience should be investigated at source. The annual review of annual compact for evidence and correction therefore finds that non-use and silence may indicate an inaccessible service or complaint route rather than absence of need.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-72-b007", "type": "PARAGRAPH", "text": "The strongest verification would review progress at learner-facing level and revise action when evidence contradicts the expected result. In relation to annual compact for evidence and correction, the record should link authority, resource, operation, learner participation and consequence while keeping them analytically distinct. Applied to annual compact for evidence and correction, sampling should include the least convenient location, group or period and should test a transition point. The annual review of annual compact for evidence and correction therefore finds that administrative returns require definitions and denominator checks; interviews require corroboration; observation requires competent criteria; and assessment requires attention to coverage and fairness. Within the evidence on annual compact for evidence and correction, missing evidence should produce a bounded conclusion and a stated next inquiry rather than silent confidence.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] }, { "id": "sec-iceqc-r-2010-09-72-b008", "type": "PARAGRAPH", "text": "For the next annual interval, annual compact for evidence and correction should be monitored through one participation measure, one service measure, one quality or consequence measure and one adverse-case inquiry. Applied to annual compact for evidence and correction, the set must remain small enough for timely use but sufficient to expose unequal delivery. The annual review of annual compact for evidence and correction therefore finds that each measure should state definition, period, source, denominator, disaggregation, revision rule and responsible body. Within the evidence on annual compact for evidence and correction, the public account should explain material change and uncertainty in plain institutional English and should avoid presenting a projection, commitment or isolated example as an established result.", "citationIds": [ "REF-05", "REF-18", "REF-21", "REF-26" ] } ] } ], "technicalAppendices": [], "notes": [], "references": [ { "id": "REF-01", "authoringBody": "Education for All Global Monitoring Report Team", "title": "Reaching the Marginalized — EFA Global Monitoring Report 2010", "year": 2010, "publicationDate": "2010-01-19", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000186606", "evidenceRole": "Global evidence on intersecting disadvantage, pastoralist and remote populations, education quality, financing and governance." }, { "id": "REF-02", "authoringBody": "World Education Forum", "title": "The Dakar Framework for Action: Education for All — Meeting Our Collective Commitments", "year": 2000, "publicationDate": "2000-04-28", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000121147", "evidenceRole": "International commitments on access, equity, quality, national planning and participation." }, { "id": "REF-03", "authoringBody": "United Nations General Assembly", "title": "Convention on the Rights of the Child", "year": 1989, "publicationDate": "1989-11-20", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child", "evidenceRole": "Rights to education, non-discrimination, identity, participation, protection and the child’s best interests." }, { "id": "REF-04", "authoringBody": "United Nations Committee on Economic, Social and Cultural Rights", "title": "General Comment No. 13: The Right to Education", "year": 1999, "publicationDate": "1999-12-08", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.refworld.org/legal/general/cescr/1999/en/37937", "evidenceRole": "The availability, accessibility, acceptability and adaptability framework for the right to education." }, { "id": "REF-05", "authoringBody": "UNESCO and UNICEF", "title": "A Human Rights-Based Approach to Education for All", "year": 2007, "publicationDate": "2007-01-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000154861", "evidenceRole": "Rights-based duties concerning access, quality, participation and accountability." }, { "id": "REF-06", "authoringBody": "United Nations General Assembly", "title": "United Nations Declaration on the Rights of Indigenous Peoples", "year": 2007, "publicationDate": "2007-09-13", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://undocs.org/A/RES/61/295", "evidenceRole": "Indigenous peoples’ education, language, cultural methods, institutions and participation rights." }, { "id": "REF-07", "authoringBody": "International Labour Organization", "title": "Indigenous and Tribal Peoples Convention, 1989 (No. 169)", "year": 1989, "publicationDate": "1989-06-27", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://normlex.ilo.org/dyn/nrmlx_en/f?p=NORMLEXPUB:12100:0::NO::P12100_INSTRUMENT_ID:312314", "evidenceRole": "Consultation, participation, culturally appropriate education, language and institutional responsibility." }, { "id": "REF-08", "authoringBody": "International Labour Organization", "title": "ILO Convention on Indigenous and Tribal Peoples, 1989 (No. 169): A Manual", "year": 2003, "publicationDate": "2003-12-16", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.ilo.org/publications/ilo-convention-indigenous-and-tribal-peoples-1989-no-169-manual", "evidenceRole": "Official operational explanation of Convention No. 169, including education and participation." }, { "id": "REF-09", "authoringBody": "UNESCO", "title": "Education in a Multilingual World", "year": 2003, "publicationDate": "2003-01-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000129728", "evidenceRole": "UNESCO policy positions on mother-tongue instruction, multilingual education and linguistic diversity." }, { "id": "REF-10", "authoringBody": "UNESCO", "title": "Guidelines for Inclusion: Ensuring Access to Education for All", "year": 2005, "publicationDate": "2005-01-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000140224", "evidenceRole": "Inclusive system reform, barriers to participation and learner diversity." }, { "id": "REF-11", "authoringBody": "World Conference on Special Needs Education", "title": "The Salamanca Statement and Framework for Action on Special Needs Education", "year": 1994, "publicationDate": "1994-06-10", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000098427", "evidenceRole": "Inclusive education principles and accommodation of diverse needs in ordinary education systems." }, { "id": "REF-12", "authoringBody": "United Nations General Assembly", "title": "Convention on the Rights of Persons with Disabilities", "year": 2006, "publicationDate": "2006-12-13", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities", "evidenceRole": "Inclusive education, accessibility and reasonable accommodation." }, { "id": "REF-13", "authoringBody": "United Nations High Commissioner for Refugees", "title": "2008 Global Trends: Refugees, Asylum-seekers, Returnees, Internally Displaced and Stateless Persons", "year": 2009, "publicationDate": "2009-06-16", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.unhcr.org/statistics/unhcrstats/4a375c426/2008-global-trends-refugees-asylum-seekers-returnees-internally-displaced.html", "evidenceRole": "Contemporaneous displacement and statelessness evidence relevant to mobile learners." }, { "id": "REF-14", "authoringBody": "United Nations", "title": "Guiding Principles on Internal Displacement", "year": 1998, "publicationDate": "1998-02-11", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.ohchr.org/en/special-procedures/sr-internally-displaced-persons/international-standards", "evidenceRole": "Protection and education principles for internally displaced persons." }, { "id": "REF-15", "authoringBody": "United Nations Children’s Fund", "title": "Child Friendly Schools Manual", "year": 2009, "publicationDate": "2009-03-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.unicef.org/reports/child-friendly-schools-manual", "evidenceRole": "Learner-centred, inclusive, protective and community-linked school design." }, { "id": "REF-16", "authoringBody": "United Nations Children’s Fund", "title": "The State of the World’s Children 2010: Celebrating 20 Years of the Convention on the Rights of the Child", "year": 2009, "publicationDate": "2009-11-20", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.unicef.org/reports/state-worlds-children-2010", "evidenceRole": "Contemporaneous review of child rights, disparities, participation and institutional responsibility." }, { "id": "REF-17", "authoringBody": "United Nations", "title": "The Millennium Development Goals Report 2009", "year": 2009, "publicationDate": "2009-07-06", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.un.org/millenniumgoals/pdf/MDG_Report_2009_ENG.pdf", "evidenceRole": "Global and regional evidence on poverty, primary education, gender and development conditions." }, { "id": "REF-18", "authoringBody": "Education for All Global Monitoring Report Team", "title": "Overcoming Inequality: Why Governance Matters — EFA Global Monitoring Report 2009", "year": 2008, "publicationDate": "2008-11-25", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000177683", "evidenceRole": "Governance, inequality, finance, decentralisation and education quality evidence." }, { "id": "REF-19", "authoringBody": "European Parliament, Council and European Commission", "title": "European Consensus on Humanitarian Aid", "year": 2008, "publicationDate": "2008-01-30", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42008X0130(01)", "evidenceRole": "European Union principles for needs-based, coordinated and accountable humanitarian action." }, { "id": "REF-20", "authoringBody": "United Nations General Assembly", "title": "Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities", "year": 1992, "publicationDate": "1992-12-18", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://undocs.org/A/RES/47/135", "evidenceRole": "Minority identity, language, participation and education principles." }, { "id": "REF-21", "authoringBody": "UNESCO Institute for Statistics", "title": "Global Education Digest 2009: Comparing Education Statistics Across the World", "year": 2009, "publicationDate": "2009-09-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://uis.unesco.org/sites/default/files/documents/global-education-digest-2009-comparing-education-statistics-across-the-world-en_0.pdf", "evidenceRole": "Comparable education participation, progression and completion indicators and their limitations." }, { "id": "REF-22", "authoringBody": "World Food Programme", "title": "School Feeding: A Sound Investment", "year": 2009, "publicationDate": "2009-01-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://documents.wfp.org/stellent/groups/public/documents/communications/wfp201790.pdf", "evidenceRole": "Official evidence on school feeding, participation, household incentives and programme design." }, { "id": "REF-23", "authoringBody": "UNESCO", "title": "Education for All Global Action Plan: Improving Support to Countries in Achieving the EFA Goals", "year": 2007, "publicationDate": "2007-01-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000152849", "evidenceRole": "Coordination, country leadership, capacity and international support for Education for All." }, { "id": "REF-24", "authoringBody": "United Nations General Assembly", "title": "International Covenant on Economic, Social and Cultural Rights", "year": 1966, "publicationDate": "1966-12-16", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.ohchr.org/en/instruments-mechanisms/instruments/international-covenant-economic-social-and-cultural-rights", "evidenceRole": "Binding right-to-education and non-discrimination framework." }, { "id": "REF-25", "authoringBody": "United Nations", "title": "The Millennium Development Goals Report 2010", "year": 2010, "publicationDate": "2010-06-23", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.un.org/millenniumgoals/pdf/MDG%20Report%202010%20En%20r15%20-low%20res%2020100615%20-.pdf", "evidenceRole": "Global and regional evidence on primary education, gender, poverty and the effects of the economic crisis." }, { "id": "REF-26", "authoringBody": "United Nations General Assembly", "title": "Keeping the Promise: United to Achieve the Millennium Development Goals", "year": 2010, "publicationDate": "2010-09-22", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://undocs.org/A/RES/65/1", "evidenceRole": "High-level commitments adopted at the 2010 Millennium Development Goals summit." }, { "id": "REF-27", "authoringBody": "United Nations", "title": "World Economic Situation and Prospects 2010", "year": 2010, "publicationDate": "2010-01-15", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.un.org/en/development/desa/policy/wesp/wesp_archive/2010wesp.pdf", "evidenceRole": "Contemporaneous assessment of recession, recovery uncertainty, public finance and development conditions." }, { "id": "REF-28", "authoringBody": "International Labour Organization", "title": "Global Employment Trends, January 2010", "year": 2010, "publicationDate": "2010-01-27", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.ilo.org/publications/global-employment-trends-january-2010", "evidenceRole": "Official evidence on employment loss, vulnerable work and household economic pressure." }, { "id": "REF-29", "authoringBody": "United Nations Educational, Scientific and Cultural Organization", "title": "Education under Attack 2010", "year": 2010, "publicationDate": "2010-02-10", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000186809", "evidenceRole": "Evidence on attacks against learners, personnel and institutions and implications for education protection." }, { "id": "REF-30", "authoringBody": "United Nations Office for the Coordination of Humanitarian Affairs", "title": "Haiti Revised Humanitarian Appeal 2010", "year": 2010, "publicationDate": "2010-02-18", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.unocha.org/publications/report/haiti/haiti-earthquake-flash-appeal-revision-18-february-2010", "evidenceRole": "Contemporaneous humanitarian needs, coordination and education response following the Haiti earthquake." }, { "id": "REF-31", "authoringBody": "United Nations Children’s Fund", "title": "Humanitarian Action Report 2010: Partnering for Children in Emergencies", "year": 2010, "publicationDate": "2010-02-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.unicef.org/reports/humanitarian-action-report-2010", "evidenceRole": "Child-centred humanitarian priorities including education, protection, water, sanitation and health." }, { "id": "REF-32", "authoringBody": "United Nations General Assembly", "title": "Report of the United Nations in Haiti 2010: Situation, Challenges and Outlook", "year": 2010, "publicationDate": "2010-09-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://undocs.org/A/65/335", "evidenceRole": "Institutional and humanitarian conditions in Haiti during 2010 and requirements for coordinated recovery." }, { "id": "REF-33", "authoringBody": "European Commission", "title": "EU Response to the Haiti Earthquake", "year": 2010, "publicationDate": "2010-02-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://ec.europa.eu/commission/presscorner/detail/en/MEMO_10_29", "evidenceRole": "Contemporaneous European Union humanitarian, civil-protection and reconstruction response." }, { "id": "REF-34", "authoringBody": "European Commission", "title": "Europe 2020: A Strategy for Smart, Sustainable and Inclusive Growth", "year": 2010, "publicationDate": "2010-03-03", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52010DC2020", "evidenceRole": "European policy context concerning education, skills, employment and social inclusion." }, { "id": "REF-35", "authoringBody": "Council of the European Union", "title": "Council Conclusions on a Strategic Framework for European Cooperation in Education and Training — ET 2020", "year": 2009, "publicationDate": "2009-05-28", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52009XG0528(01)", "evidenceRole": "European cooperation objectives for lifelong learning, quality, equity, creativity and participation." }, { "id": "REF-36", "authoringBody": "European Commission", "title": "Progress towards the Lisbon Objectives in Education and Training: Indicators and Benchmarks 2009", "year": 2009, "publicationDate": "2009-11-25", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://op.europa.eu/en/publication-detail/-/publication/83a8c709-ec6a-4f80-a9ac-9a1916497a4b", "evidenceRole": "European comparative indicators concerning participation, attainment, early leaving and skills." }, { "id": "REF-37", "authoringBody": "United Nations High Commissioner for Refugees", "title": "2009 Global Trends: Refugees, Asylum-seekers, Returnees, Internally Displaced and Stateless Persons", "year": 2010, "publicationDate": "2010-06-15", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.unhcr.org/statistics/unhcrstats/4c11f0be9/2009-global-trends-refugees-asylum-seekers-returnees-internally-displaced.html", "evidenceRole": "Displacement and statelessness evidence current to the annual reporting period." }, { "id": "REF-38", "authoringBody": "United Nations Children’s Fund", "title": "Progress for Children: Achieving the MDGs with Equity, Number 9", "year": 2010, "publicationDate": "2010-09-07", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://www.unicef.org/reports/progress-for-children-no-9", "evidenceRole": "Equity-focused evidence on child outcomes and disparities relevant to the Millennium Development Goals." }, { "id": "REF-39", "authoringBody": "United Nations Educational, Scientific and Cultural Organization", "title": "The Central Role of Education in the Millennium Development Goals", "year": 2010, "publicationDate": "2010-09-01", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000190517", "evidenceRole": "Education’s relationship to poverty reduction, health, equality and sustainable development in the 2010 MDG review." }, { "id": "REF-40", "authoringBody": "United Nations Secretary-General", "title": "Education for All: Report of the Secretary-General", "year": 2010, "publicationDate": "2010-08-09", "sourceType": "OFFICIAL_INTERNATIONAL_SOURCE", "url": "https://undocs.org/A/65/280", "evidenceRole": "United Nations assessment of Education for All progress, remaining disparities and international cooperation." } ], "readerNodes": [ { "id": "part-iceqc-r-2010-09-i", "nodeType": "PART", "parentId": null, "number": "I", 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