{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2018-09", "slug": "fair-assessment-learners-interrupted-cross-border-education-histories", "documentNumber": "ICEQC-R-2018-09", "title": "Fair Assessment of Learners with Interrupted or Cross-Border Education Histories", "subtitle": "A standards interpretation of placement, language, prior learning, progression and recognition", "family": "RESEARCH", "reportType": "THEMATIC_RESEARCH_REPORT", "researchCategory": "STANDARDS_INTERPRETATION", "reportArchetype": "STANDARDS_INTERPRETIVE_STUDY", "geographicScope": "Global", "ownerBody": "ICEQC Research and Policy Directorate", "publisher": "International Council for Education Quality Certification (ICEQC)", "publicIdentity": "ICEQC_ONLY" }, "version": { "id": "ver-iceqc-r-2018-09-en-2018-08-10", "edition": "2018", "versionLabel": "Published 2018-08-10", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2018-08-10", "evidenceCutoffDate": "2018-08-10", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "Learners with interrupted or cross-border histories may have incomplete records, unfamiliar curricula, different languages of instruction or long periods outside formal provision. These conditions affect what an assessment can validly infer. They do not justify automatic placement below age, indefinite preparatory provision or refusal of access while perfect evidence is sought. Fair assessment should enable entry, appropriate support and recognised progression. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2018-09", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 20000, "suggestedTechnicalAnnexWords": 0, "suggestedTotalWords": 20000, "actualMainTextWords": 42045, "actualTechnicalAnnexWords": 0, "actualTotalWords": 42045 }, "frontMatter": { "executiveSummary": [ "Learners with interrupted or cross-border histories may have incomplete records, unfamiliar curricula, different languages of instruction or long periods outside formal provision. These conditions affect what an assessment can validly infer. They do not justify automatic placement below age, indefinite preparatory provision or refusal of access while perfect evidence is sought. Fair assessment should enable entry, appropriate support and recognised progression. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "One instrument should not be used for all purposes merely because it is available. Assessment should be proportionate, accessible, reviewed after actual participation and accompanied by reasons that the learner and family can understand. The responsible authority should state the decision served by each assessment. Admission, grade placement, language support, credit recognition and certification have different evidentiary needs and consequences. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "Missing documentation is not evidence of missing learning. Language proficiency should be distinguished from subject knowledge and broader capability. Translation or interpretation can improve access but may change task demands. Where assessment in a familiar language is unavailable, the decision should acknowledge uncertainty and use several sources: learner account, prior records where obtainable, work samples, observation and a bounded assessment. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "At the 10 August 2018 cut-off, the Global Compact on Refugees had not been adopted and is excluded. The New York Declaration remains the applicable adopted international commitment within this report's scope. No later compact provisions, statistics or implementation results are used.", "It should not be represented as proof of later national delivery, a completed compact or a settled global implementation arrangement. This study interprets the education responsibilities that can be stated from the Declaration and the education, human-rights and humanitarian instruments then available. The New York Declaration for Refugees and Migrants was adopted by the United Nations General Assembly on 19 September 2016. It affirms shared responsibility for large movements of refugees and migrants and includes a commitment concerning access to quality education for refugee and migrant children within a limited period after arrival. At this report's evidence cut-off, the Declaration is an adopted political instrument. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "Inclusion means that refugee and migrant learners participate in an education system governed by public standards, without discrimination and with support proportionate to barriers. Separate or temporary provision may sometimes answer an immediate protection or capacity need, but it should not become an inferior destination without review or progression. Continuity means more than a place in a classroom. It requires timely admission, appropriate placement, recognition of prior learning, language and learning support, safe attendance, usable learner records, qualified teachers, progression and a route to a recognised qualification. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "Schools should not be left to decide questions of status beyond their mandate. The responsible public authority should define the entitled population. Refugee status, an asylum claim, migration status, nationality, documentation or residence can have distinct legal consequences, but education administrations should not create additional exclusions through unclear local rules. Admission instructions should state the competent body, acceptable evidence, alternatives where documents are unavailable, review deadlines and a route to remedy. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "Learners should not be placed automatically in lower levels because of language acquisition needs, interrupted schooling or administrative convenience. Placement decisions require review after teachers have observed actual participation and capability. Arrival does not erase prior learning. Placement should use available records, age, educational history and appropriate assessment. An assessment should support entry and learning, not become an avoidable gatekeeping device. Where records have been lost or cannot safely be obtained, authorities need a proportionate alternative. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "Authorities should organise qualified instruction, accessible materials and support for teachers, while recognising and, where feasible, sustaining home-language capability. Interpretation may be required for admission, consent, safeguarding and family communication. Children should not routinely mediate consequential institutional exchanges for adults. Language support belongs within an inclusive education response. Initial access should not depend on mastery of the language of instruction. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "Data minimisation, authorised disclosure and secure transfer are essential because an education record can expose a learner or family to harm. Missing records should trigger a controlled reconstruction route rather than exclusion. Education continuity depends on information that can travel lawfully. A learner record should preserve identity as appropriately established, prior study, placement, participation, achievement and support needs. Protection and status information should be separated from ordinary educational information where access rules differ. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "Short-term humanitarian resources should connect to national standards, recurrent financing and an explicit handover, while national authorities should make service constraints visible rather than leaving them to individual institutions. Capacity should be planned around the full population entitled to service. Additional enrolment can require teachers, classrooms, sanitation, transport, materials, language support, psychosocial support and specialist referral. Host communities may already face shortages. A fair response adds and distributes capacity rather than setting groups against one another. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "Coordination is required across education, migration, asylum, civil registration, protection, health, social services and local government. Coordination should preserve identifiable responsibility. For each consequential decision, the record should name the primary authority, supporting body, evidence, deadline and escalation route. Referral is not completion where the receiving service lacks capacity or never confirms receipt. Interim protection and education continuity remain necessary while another body acts. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "They should not be expected to diagnose health or protection conditions beyond their competence. Professional support should distinguish educational adaptation, safeguarding duties and referral. Workload, planning time, qualified interpretation and specialist availability are capacity conditions, not optional additions. Teachers and institutional leaders need preparation for linguistically diverse classes, interrupted learning, possible trauma and unfamiliar curricula. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "Measures should distinguish refugees, asylum-seekers and migrants only where the distinction is lawful, necessary and safe. Publication should protect individuals and acknowledge populations absent from routine registers. Monitoring should follow admission, delay, placement, participation, progression, learning, completion and transition. An aggregate enrolment count can conceal long waits, irregular attendance, placement below age, exclusion from examinations or unrecognised completion. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression.", "The recommended instrument is a continuity record joining admission, placement, support, recognition, responsible authority and review for each learner while permitting an aggregate public account of timeliness and equity. The central interpretive conclusion is that the Declaration's education commitment should be given effect through ordinary public duties adapted to foreseeable barriers. Emergency urgency and national-system inclusion are complementary: the first requires immediate access and protection; the second requires durable standards, finance, progression and remedy. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, the issue under review within Executive summary must establish whether assessment enables placement, support and recognised progression." ], "keyFindings": [ "The New York Declaration is an adopted commitment as at the cut-off, not evidence of later delivery. 2. Education continuity joins admission, placement, learning support, progression and recognition. 3. Status and documentation rules should not create education barriers beyond applicable law. 4. Assessment should enable appropriate placement rather than delay entry. 5. Language support should accompany participation and consequential communication. 6. Learner records require continuity, minimisation, controlled access and a reconstruction route. 7. Capacity planning should serve both new arrivals and host communities under common standards. 8. Coordination should identify the authority responsible for every consequential decision. 9. Teachers require professional support and should not assume specialist protection or health roles. 10. Monitoring should expose waiting time, participation, progression, learning and recognition. Read together, these principles define the decision standard for fair assessment after interrupted or cross-border education in the issue under review within Key findings; the responsible authority should record the population, evidence, action and review point." ], "scopeAndMethod": [] }, "parts": [ { "id": "part-iceqc-r-2018-09-i", "number": "I", "title": "Interpreting continuity as a public duty", "anchor": "part-i-interpreting-continuity-as-a-public-duty", "sectionIds": [ "sec-iceqc-r-2018-09-1", "sec-iceqc-r-2018-09-2", "sec-iceqc-r-2018-09-3", "sec-iceqc-r-2018-09-4", "sec-iceqc-r-2018-09-5" ] }, { "id": "part-iceqc-r-2018-09-ii", "number": "II", "title": "Continuity across institutions and time", "anchor": "part-ii-continuity-across-institutions-and-time", "sectionIds": [ "sec-iceqc-r-2018-09-6", "sec-iceqc-r-2018-09-7", "sec-iceqc-r-2018-09-8", "sec-iceqc-r-2018-09-9" ] }, { "id": "part-iceqc-r-2018-09-iii", "number": "III", "title": "Capacity and shared responsibility", "anchor": "part-iii-capacity-and-shared-responsibility", "sectionIds": [ "sec-iceqc-r-2018-09-10", "sec-iceqc-r-2018-09-11", "sec-iceqc-r-2018-09-12", "sec-iceqc-r-2018-09-13" ] }, { "id": "part-iceqc-r-2018-09-iv", "number": "IV", "title": "Evidence, accountability and correction", "anchor": "part-iv-evidence-accountability-and-correction", "sectionIds": [ "sec-iceqc-r-2018-09-14", "sec-iceqc-r-2018-09-15", "sec-iceqc-r-2018-09-16", "sec-iceqc-r-2018-09-17", "sec-iceqc-r-2018-09-18" ] }, { "id": "part-iceqc-r-2018-09-i", "number": "I", "title": "Mandate and shared governance", "anchor": "part-i-mandate-and-shared-governance", "sectionIds": [ "sec-iceqc-r-2018-09-1", "sec-iceqc-r-2018-09-2", "sec-iceqc-r-2018-09-3", "sec-iceqc-r-2018-09-4", "sec-iceqc-r-2018-09-5", "sec-iceqc-r-2018-09-6", "sec-iceqc-r-2018-09-7", "sec-iceqc-r-2018-09-8", "sec-iceqc-r-2018-09-9", "sec-iceqc-r-2018-09-10" ] }, { "id": "part-iceqc-r-2018-09-ii", "number": "II", "title": "Population and access", "anchor": "part-ii-population-and-access", "sectionIds": [ "sec-iceqc-r-2018-09-11", "sec-iceqc-r-2018-09-12", "sec-iceqc-r-2018-09-13", "sec-iceqc-r-2018-09-14", "sec-iceqc-r-2018-09-15", "sec-iceqc-r-2018-09-16", "sec-iceqc-r-2018-09-17", "sec-iceqc-r-2018-09-18", "sec-iceqc-r-2018-09-19", "sec-iceqc-r-2018-09-20" ] }, { "id": "part-iceqc-r-2018-09-iii", "number": "III", "title": "Shared outcomes and service boundaries", "anchor": "part-iii-shared-outcomes-and-service-boundaries", "sectionIds": [ "sec-iceqc-r-2018-09-21", "sec-iceqc-r-2018-09-22", "sec-iceqc-r-2018-09-23", "sec-iceqc-r-2018-09-24", "sec-iceqc-r-2018-09-25", "sec-iceqc-r-2018-09-26", "sec-iceqc-r-2018-09-27", "sec-iceqc-r-2018-09-28", "sec-iceqc-r-2018-09-29", "sec-iceqc-r-2018-09-30" ] }, { "id": "part-iceqc-r-2018-09-iv", "number": "IV", "title": "Identification and referral", "anchor": "part-iv-identification-and-referral", "sectionIds": [ "sec-iceqc-r-2018-09-31", "sec-iceqc-r-2018-09-32", "sec-iceqc-r-2018-09-33", "sec-iceqc-r-2018-09-34", "sec-iceqc-r-2018-09-35", "sec-iceqc-r-2018-09-36", "sec-iceqc-r-2018-09-37", "sec-iceqc-r-2018-09-38", "sec-iceqc-r-2018-09-39", "sec-iceqc-r-2018-09-40" ] }, { "id": "part-iceqc-r-2018-09-v", "number": "V", "title": "Health and readiness to learn", "anchor": "part-v-health-and-readiness-to-learn", "sectionIds": [ "sec-iceqc-r-2018-09-41", "sec-iceqc-r-2018-09-42", "sec-iceqc-r-2018-09-43", "sec-iceqc-r-2018-09-44", "sec-iceqc-r-2018-09-45", "sec-iceqc-r-2018-09-46", "sec-iceqc-r-2018-09-47", "sec-iceqc-r-2018-09-48", "sec-iceqc-r-2018-09-49", "sec-iceqc-r-2018-09-50" ] }, { "id": "part-iceqc-r-2018-09-vi", "number": "VI", "title": "Safeguarding and protection", "anchor": "part-vi-safeguarding-and-protection", "sectionIds": [ "sec-iceqc-r-2018-09-51", "sec-iceqc-r-2018-09-52", "sec-iceqc-r-2018-09-53", "sec-iceqc-r-2018-09-54", "sec-iceqc-r-2018-09-55", "sec-iceqc-r-2018-09-56", "sec-iceqc-r-2018-09-57", "sec-iceqc-r-2018-09-58", "sec-iceqc-r-2018-09-59", "sec-iceqc-r-2018-09-60" ] }, { "id": "part-iceqc-r-2018-09-vii", "number": "VII", "title": "Nutrition, water and sanitation", "anchor": "part-vii-nutrition-water-and-sanitation", "sectionIds": [ "sec-iceqc-r-2018-09-61", "sec-iceqc-r-2018-09-62", "sec-iceqc-r-2018-09-63", "sec-iceqc-r-2018-09-64", "sec-iceqc-r-2018-09-65", "sec-iceqc-r-2018-09-66", "sec-iceqc-r-2018-09-67", "sec-iceqc-r-2018-09-68", "sec-iceqc-r-2018-09-69", "sec-iceqc-r-2018-09-70" ] }, { "id": "part-iceqc-r-2018-09-viii", "number": "VIII", "title": "Teachers and frontline personnel", "anchor": "part-viii-teachers-and-frontline-personnel", "sectionIds": [ "sec-iceqc-r-2018-09-71", "sec-iceqc-r-2018-09-72", "sec-iceqc-r-2018-09-73", "sec-iceqc-r-2018-09-74", "sec-iceqc-r-2018-09-75", "sec-iceqc-r-2018-09-76", "sec-iceqc-r-2018-09-77", "sec-iceqc-r-2018-09-78", "sec-iceqc-r-2018-09-79", "sec-iceqc-r-2018-09-80" ] }, { "id": "part-iceqc-r-2018-09-ix", "number": "IX", "title": "Information and privacy", "anchor": "part-ix-information-and-privacy", "sectionIds": [ "sec-iceqc-r-2018-09-81", "sec-iceqc-r-2018-09-82", "sec-iceqc-r-2018-09-83", "sec-iceqc-r-2018-09-84", "sec-iceqc-r-2018-09-85", "sec-iceqc-r-2018-09-86", "sec-iceqc-r-2018-09-87", "sec-iceqc-r-2018-09-88", "sec-iceqc-r-2018-09-89", "sec-iceqc-r-2018-09-90" ] }, { "id": "part-iceqc-r-2018-09-x", "number": "X", "title": "Finance and service capacity", "anchor": "part-x-finance-and-service-capacity", "sectionIds": [ "sec-iceqc-r-2018-09-91", "sec-iceqc-r-2018-09-92", "sec-iceqc-r-2018-09-93", "sec-iceqc-r-2018-09-94", "sec-iceqc-r-2018-09-95", "sec-iceqc-r-2018-09-96", "sec-iceqc-r-2018-09-97", "sec-iceqc-r-2018-09-98", "sec-iceqc-r-2018-09-99", "sec-iceqc-r-2018-09-100" ] }, { "id": "part-iceqc-r-2018-09-xi", "number": "XI", "title": "Participation and communication", "anchor": "part-xi-participation-and-communication", "sectionIds": [ "sec-iceqc-r-2018-09-101", "sec-iceqc-r-2018-09-102", "sec-iceqc-r-2018-09-103", "sec-iceqc-r-2018-09-104", "sec-iceqc-r-2018-09-105", "sec-iceqc-r-2018-09-106", "sec-iceqc-r-2018-09-107", "sec-iceqc-r-2018-09-108", "sec-iceqc-r-2018-09-109", "sec-iceqc-r-2018-09-110" ] }, { "id": "part-iceqc-r-2018-09-xii", "number": "XII", "title": "Continuity, emergency and improvement", "anchor": "part-xii-continuity-emergency-and-improvement", "sectionIds": [ "sec-iceqc-r-2018-09-111", "sec-iceqc-r-2018-09-112", "sec-iceqc-r-2018-09-113", "sec-iceqc-r-2018-09-114", "sec-iceqc-r-2018-09-115", "sec-iceqc-r-2018-09-116", "sec-iceqc-r-2018-09-117", "sec-iceqc-r-2018-09-118", "sec-iceqc-r-2018-09-119", "sec-iceqc-r-2018-09-120" ] }, { "id": "part-iceqc-r-2018-09-xiii", "number": "XIII", "title": "Conclusions", "anchor": "part-xiii-conclusions", "sectionIds": [ "sec-iceqc-r-2018-09-121", "sec-iceqc-r-2018-09-122", "sec-iceqc-r-2018-09-123" ] } ], "sections": [ { "id": "sec-iceqc-r-2018-09-1", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "1", "title": "Admission without avoidable delay", "anchor": "1-admission-without-avoidable-delay", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-1-b001", "type": "PARAGRAPH", "text": "A central contact should resolve questions that a school cannot lawfully decide. Admission is the first observable education duty. The responsible authority should publish rules that institutions can apply consistently and families can understand. Rules should identify age range, level, place of application, required information, alternatives and decision time. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Admission without avoidable delay within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-03", "REF-07", "REF-33" ] }, { "id": "sec-iceqc-r-2018-09-1-b002", "type": "PARAGRAPH", "text": "Authorities should record reasons for delay: no place, missing document, status referral, language assessment, transport, safeguarding or family decision. Different reasons require different correction. Delay should be measured from the first request or official identification of need, not from the date an institution completes its own record. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Admission without avoidable delay within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-1-b003", "type": "PARAGRAPH", "text": "They should not reset the admission clock or permit a child to remain outside recognised learning without review. Immediate educational arrangements may be necessary while final placement is settled. Such arrangements should have a clear standard, qualified staff and an end point. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Admission without avoidable delay within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-2", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "2", "title": "Documentation and identity", "anchor": "2-documentation-and-identity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-2-b001", "type": "PARAGRAPH", "text": "Education authorities need enough information to enrol and protect a learner, but documentation requirements should be proportionate. Birth certificates, prior school records and proof of address may be unavailable because of flight, loss, conflict or unsettled accommodation. Instructions should name acceptable alternatives and the authority competent to resolve identity questions. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Documentation and identity within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-07", "REF-33" ] }, { "id": "sec-iceqc-r-2018-09-2-b002", "type": "PARAGRAPH", "text": "The record should distinguish verified information, learner or family account and institutional assessment. Later correction should remain possible without treating good-faith uncertainty as misconduct. Provisional enrolment can protect continuity while a record is clarified. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Documentation and identity within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-2-b003", "type": "PARAGRAPH", "text": "Staff should understand which disclosures are authorised, especially when several agencies share premises or information systems. Collection should avoid information unnecessary to education. Status information may require stricter access than attendance or achievement. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Documentation and identity within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-3", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "3", "title": "Placement and prior learning", "anchor": "3-placement-and-prior-learning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-3-b001", "type": "PARAGRAPH", "text": "Placement should seek the level at which a learner can participate and progress with support. Age, previous curriculum, interruption, language and demonstrated learning all matter. A single test may be unreliable where the learner is unfamiliar with language, format or conditions. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Placement and prior learning within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2018-09-3-b002", "type": "PARAGRAPH", "text": "Teachers need access to the result in a form that informs instruction. A decision placing a learner outside the ordinary age range should state its educational reason and be reviewed promptly. Authorities should issue guidance on assessment purpose, competence, interpretation and review. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Placement and prior learning within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-3-b003", "type": "PARAGRAPH", "text": "The burden of institutional incompatibility should not fall wholly on the learner. Recognition of prior learning supports continuity across institutions and borders. Where exact equivalence is unavailable, bridging arrangements should preserve the route to a recognised qualification. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Placement and prior learning within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-4", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "4", "title": "Language and communication", "anchor": "4-language-and-communication", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-4-b001", "type": "PARAGRAPH", "text": "Language is simultaneously a learning resource, a medium of instruction and a condition of institutional access. Initial language need should lead to support, not refusal. The model may include additional instruction, bilingual assistance, adapted materials and teacher development, subject to available evidence and national arrangements. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Language and communication within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-04", "REF-10" ] }, { "id": "sec-iceqc-r-2018-09-4-b002", "type": "PARAGRAPH", "text": "Consequential communication may require qualified interpretation. Reliance on children can distort meaning and expose information that should remain between adults. Families need intelligible information about admission, attendance, curriculum, assessment, support, safeguarding and complaint. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Language and communication within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-4-b003", "type": "PARAGRAPH", "text": "Support should adapt as capability develops and should not become a fixed label. Language learning should not isolate learners indefinitely from the wider curriculum. Authorities should examine participation in subjects, peer interaction and access to assessment. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Language and communication within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-5", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "5", "title": "Participation and belonging", "anchor": "5-participation-and-belonging", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-5-b001", "type": "PARAGRAPH", "text": "Physical placement does not establish inclusion. Timetable access, materials, extracurricular activity, meals, transport, peer relations and freedom from harassment shape participation. Institutions should identify barriers through attendance, learner evidence and family communication. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Participation and belonging within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-04", "REF-05" ] }, { "id": "sec-iceqc-r-2018-09-5-b002", "type": "PARAGRAPH", "text": "Education should uphold common rights and enable participation while respecting identity and language within applicable standards. Curriculum and institutional communication should avoid portraying refugee or migrant learners only through vulnerability. Belonging cannot be required as cultural assimilation. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Participation and belonging within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-5-b003", "type": "PARAGRAPH", "text": "Correction should address the cause and preserve the learner's continuing connection to education. Discipline and attendance responses require attention to displacement, housing, health and transport without lowering protection or learning expectations. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Participation and belonging within Part I — Interpreting continuity as a public duty must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-6", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "6", "title": "The learner continuity record", "anchor": "6-the-learner-continuity-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-6-b001", "type": "PARAGRAPH", "text": "A continuity record should join the minimum information needed for admission, placement, support, progression and recognition. It should be transferable between authorised institutions and understandable to the learner and family. The record is not a dossier of every agency contact. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, The learner continuity record within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-06", "REF-12" ] }, { "id": "sec-iceqc-r-2018-09-6-b002", "type": "PARAGRAPH", "text": "The learner should not lose recognised achievement because an institution closes or a family moves. Paper and electronic arrangements both require controlled alternatives during disruption. Authorities should define ownership, correction, retention and disclosure. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, The learner continuity record within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-6-b003", "type": "PARAGRAPH", "text": "Data quality concerns should remain visible rather than resolved by excluding uncertain cases. Aggregate reporting can derive from individual records only under appropriate safeguards. Public statistics should not expose rare combinations of status, location and age. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, The learner continuity record within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-7", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "7", "title": "Transition between levels", "anchor": "7-transition-between-levels", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-7-b001", "type": "PARAGRAPH", "text": "Continuity extends beyond initial entry. Learners need clear rules for promotion, examinations, certification and transition to further education or training. Language support or provisional status should not silently bar them from an otherwise available route. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Transition between levels within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-08", "REF-13" ] }, { "id": "sec-iceqc-r-2018-09-7-b002", "type": "PARAGRAPH", "text": "Institutions should identify prerequisites, deadlines, fees, documentation and support. Where a national examination is required, preparation and reasonable arrangements should preserve the standard while preventing avoidable exclusion. Transition planning should begin before the end of a level. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Transition between levels within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-7-b003", "type": "PARAGRAPH", "text": "Learners and families should know what a certificate permits before committing time and resources. Unrecognised completion creates a serious continuity failure. Temporary education providers should connect records, curriculum and assessment to a competent recognition body. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Transition between levels within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-8", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "8", "title": "Mobility within a country", "anchor": "8-mobility-within-a-country", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-8-b001", "type": "PARAGRAPH", "text": "Families may move because of housing, work, placement decisions or protection needs. Administrative boundaries should not erase learning. Transfer rules should identify which authority sends the record, which receives it and how attendance continues during the interval. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Mobility within a country within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-07" ] }, { "id": "sec-iceqc-r-2018-09-8-b002", "type": "PARAGRAPH", "text": "Authorities should reconcile entitlement, enrolment and finance promptly. Institutions should not be discouraged from admitting a learner because the corresponding allocation will arrive late. Funding arrangements can impede transfer where resources follow outdated registers. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Mobility within a country within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-8-b003", "type": "PARAGRAPH", "text": "The receiving institution should review current need rather than assume that all prior support remains appropriate. Mobile learners may repeat induction and assessment unnecessarily. A portable record and common minimum definitions can reduce this burden while leaving room for local curriculum differences. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Mobility within a country within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-9", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "9", "title": "Cross-border recognition", "anchor": "9-cross-border-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-9-b001", "type": "PARAGRAPH", "text": "Cross-border continuity depends on intelligible qualifications and proportionate recognition. Authorities should distinguish recognition for admission, credit, professional access and final award because each has a different consequence. The competent body and evidentiary requirements should be public. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Cross-border recognition within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2018-09-9-b002", "type": "PARAGRAPH", "text": "It should state uncertainty and provide a route for later evidence. Refusal should include reasons and review rather than a bare statement of non-equivalence. Where documents cannot be verified through ordinary channels, an assessment or reconstructed account may be justified. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Cross-border recognition within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-9-b003", "type": "PARAGRAPH", "text": "The practical aim is a fair, timely and intelligible decision. Regional cooperation can improve comparability and information exchange. It should not override national legal competence or create an assurance unsupported by evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Cross-border recognition within Part II — Continuity across institutions and time must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-10", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "10", "title": "Planning the entitled population", "anchor": "10-planning-the-entitled-population", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-10-b001", "type": "PARAGRAPH", "text": "Capacity planning should begin with the resident and expected population, not the capacity already visible. Refugees and migrants may be missed by school censuses, household surveys or local forecasts. Authorities should compare registration, population and service information without assuming any source is complete. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Planning the entitled population within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2018-09-10-b002", "type": "PARAGRAPH", "text": "Uncertainty should appear as a range and contingency, not as a reason to delay all provision. Local authorities need a route to request additional resources when arrivals differ from forecast. Scenarios should identify teachers, rooms, materials, language support, transport and specialist services. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Planning the entitled population within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-10-b003", "type": "PARAGRAPH", "text": "Separate financing streams should not create visibly unequal institutions without an educational and protection justification. Host-community conditions belong in the same account. If services are already overcrowded, additional capacity should improve the common standard. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Planning the entitled population within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-11", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "11", "title": "Workforce and professional support", "anchor": "11-workforce-and-professional-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-11-b001", "type": "PARAGRAPH", "text": "Teachers carry the ordinary duty to teach a diverse class, supported by public institutions. They need manageable class size, materials, preparation and access to language and specialist advice. Professional learning should address interrupted schooling and inclusive pedagogy without assuming that every displaced learner has the same experience. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Workforce and professional support within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-04", "REF-05" ] }, { "id": "sec-iceqc-r-2018-09-11-b002", "type": "PARAGRAPH", "text": "Recognition of qualifications, safeguarding checks and employment standards should remain credible. Informal reliance on unprotected voluntary labour is not a durable workforce policy. Recruitment of qualified refugee or migrant educators can add language and curriculum expertise where law permits. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Workforce and professional support within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-11-b003", "type": "PARAGRAPH", "text": "Supervision should examine both educational quality and institutional conditions. School leaders require authority to organise support and escalate gaps. They should not be held accountable for services controlled elsewhere without a documented dependency. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Workforce and professional support within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-12", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "12", "title": "Finance and handover", "anchor": "12-finance-and-handover", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-12-b001", "type": "PARAGRAPH", "text": "Education continuity has recurrent costs. Teacher salaries, learning materials, transport, interpretation, support and maintenance cannot be sustained through capital finance alone. Plans should connect humanitarian and development resources to an authorised public budget. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Finance and handover within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2018-09-12-b002", "type": "PARAGRAPH", "text": "A handover should identify the receiving authority, recurrent obligation, data transfer and unresolved risk. Handover is not achieved by the end of a grant if the service disappears. External funding should disclose duration, conditions and unit costs. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Finance and handover within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-12-b003", "type": "PARAGRAPH", "text": "Financial correction should reach the barrier rather than merely increase an aggregate allocation. Equity review should compare actual public support across learners while recognising different needs. Household costs, informal charges and travel can defeat formal free access. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Finance and handover within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-13", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "13", "title": "Protection, health and psychosocial support", "anchor": "13-protection-health-and-psychosocial-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-13-b001", "type": "PARAGRAPH", "text": "Referral guidance should state triggers, consent where appropriate, receiving authority, urgent action, confirmation and follow-up. Education institutions may identify protection, health or psychosocial need, but competent services should respond. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Protection, health and psychosocial support within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-10", "REF-11", "REF-12" ] }, { "id": "sec-iceqc-r-2018-09-13-b002", "type": "PARAGRAPH", "text": "Information necessary for safety and learning should be collected sensitively and shared narrowly. Support should avoid stigmatising a learner through visible labels or unnecessary separation. Teachers should not be required to elicit detailed accounts of traumatic events for educational placement. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Protection, health and psychosocial support within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-13-b003", "type": "PARAGRAPH", "text": "A completed form or transmitted message does not establish that support was received. Where receiving capacity is absent, the referring body should maintain interim protection and escalate the gap. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Protection, health and psychosocial support within Part III — Capacity and shared responsibility must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-14", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "14", "title": "Measures of timely access", "anchor": "14-measures-of-timely-access", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-14-b001", "type": "PARAGRAPH", "text": "Timely access requires a defined starting point and service state. Authorities should report time from request or identification to recognised educational participation, with reasons for delay. Averages should be accompanied by distributions because a small group may wait far longer. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Measures of timely access within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2018-09-14-b002", "type": "PARAGRAPH", "text": "A learner can be registered without attending or present without access to the full timetable. Monitoring should use institutional and learner evidence to examine the difference. Admission, attendance and participation are distinct. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Measures of timely access within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-14-b003", "type": "PARAGRAPH", "text": "Uncertain status should not remove a learner from the denominator if the educational entitlement applies. Comparisons across places require common definitions and coverage. Where the responsible authority changes the definition, the public series should mark the break. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Measures of timely access within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-15", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "15", "title": "Quality and progression evidence", "anchor": "15-quality-and-progression-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-15-b001", "type": "PARAGRAPH", "text": "Quality evidence should examine teacher availability, instructional time, curriculum access, materials, support and learner experience. Learning measures can contribute where language, prior curriculum and assessment conditions are understood. A low result should not be interpreted without opportunity-to-learn evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Quality and progression evidence within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2018-09-15-b002", "type": "PARAGRAPH", "text": "Movement between institutions can appear as dropout when records are not linked. Authorities should distinguish a data gap from educational departure. Progression should follow cohorts where possible and identify transfer, repetition, interruption and completion. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Quality and progression evidence within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-15-b003", "type": "PARAGRAPH", "text": "Participation in a temporary programme does not itself establish recognised progression. Recognition evidence should show whether completed learning permits entry to the next level or employment route. Certificates issued outside the recognised system need a clear status. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Quality and progression evidence within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-16", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "16", "title": "Complaint and remedy", "anchor": "16-complaint-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-16-b001", "type": "PARAGRAPH", "text": "Learners and families need accessible routes to challenge refusal, delay, placement, discrimination, unsafe conditions and failures of support. Information should be available in languages and forms that the affected population can use. Urgent education loss requires timely interim action. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Complaint and remedy within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-01", "REF-03" ] }, { "id": "sec-iceqc-r-2018-09-16-b002", "type": "PARAGRAPH", "text": "Reasons should cite the applicable standard and evidence. Confidentiality should protect the complainant while permitting systemic learning from recurring failures. Complaint bodies should identify competence and transfer matters without making families restart. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Complaint and remedy within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-16-b003", "type": "PARAGRAPH", "text": "Remedy may require admission, adjusted placement, support, corrected records, recognition or restoration of missed opportunity. An aggregate programme change does not by itself remedy an individual exclusion. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Complaint and remedy within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-17", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "17", "title": "Public reporting", "anchor": "17-public-reporting", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-17-b001", "type": "PARAGRAPH", "text": "Public reporting should distinguish commitment, capacity, delivery and result. The New York Declaration establishes a commitment available at the cut-off; it does not establish that every national education system met it. Reports should date evidence and state geographic and population coverage. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Public reporting within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-33" ] }, { "id": "sec-iceqc-r-2018-09-17-b002", "type": "PARAGRAPH", "text": "Small counts, unusual status and precise location may create disclosure risk. Suppression or aggregation rules should be stated so that apparent absence is not mistaken for zero. Distributional reporting should be sufficient to expose unequal access but protect identity. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Public reporting within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-17-b003", "type": "PARAGRAPH", "text": "Credibility is strengthened by a bounded claim, not by removing adverse evidence. Unresolved limitations belong in the main account. Authorities should identify missing populations, uncertain estimates, unavailable services and the next correction. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Public reporting within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-18", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "18", "title": "National readiness review", "anchor": "18-national-readiness-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-18-b001", "type": "PARAGRAPH", "text": "It should trace a child or young person from first contact to recognised participation and identify every point at which authority, capacity or evidence may fail. Admission rules, school-place allocation, documentation alternatives, placement, language support, transport, learner records, examination access and recognition should appear in one coherent account. A national readiness review should test whether the Declaration's education commitment can be carried through ordinary administrative decisions. It should not begin with a general statement of support. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-03", "REF-07", "REF-33" ] }, { "id": "sec-iceqc-r-2018-09-18-b002", "type": "PARAGRAPH", "text": "They should identify whether institutions seek documents not required by the governing rule, whether staff know the alternative where documents are missing and whether questions of status are referred to the competent body without suspending education unnecessarily. The first readiness question is whether applicable entitlement has been translated into instructions used by local offices and institutions. A national rule that is unknown, ambiguous or contradicted locally will not secure access. Authorities should review actual admission notices, forms, information for families and decision records. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b003", "type": "PARAGRAPH", "text": "The second question concerns capacity at the places where people arrive and settle. National totals do not show whether a municipality has classrooms, teachers, interpretation, transport or specialist support at the required time. Readiness evidence should therefore connect population scenarios to local service capacity and a rapid resource route. The route should state which authority can authorise additional staff, space or finance and how long that decision should take. A local waiting list without a central correction mechanism is evidence of unresolved public responsibility. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b004", "type": "PARAGRAPH", "text": "Authorities should examine a sample of decisions across age, prior education and language need. The record should show what evidence was considered, which assessment was used, whether interpretation was available and when the placement will be reviewed. Disproportionate concentration of learners in lower levels, restricted programmes or unrecognised provision should trigger examination. Apparent administrative simplicity can create lasting educational delay that is difficult to repair. The third question is whether placement protects educational progression. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b005", "type": "PARAGRAPH", "text": "Authorities should check availability by level and location, qualifications of staff, teaching materials and time allocated. Where trained staff are scarce, interim support should be supervised and accompanied by a workforce plan. Indefinite reliance on informal interpretation should remain visible as a service limitation. Language readiness requires more than counting specialist teachers. Schools need a model describing how initial support connects to subject teaching, how progress is reviewed and how families receive consequential information. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b006", "type": "PARAGRAPH", "text": "The test should also cover the absence of prior records, correction of disputed information and continuity during an information-system failure. Protection data should not travel merely because educational data do. Record continuity should be tested through a simulated transfer. The sending institution should be able to identify the authorised record, verify consent or legal authority where required, transmit it securely and retain an auditable account. The receiving institution should understand the information and use it for placement and support. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b007", "type": "PARAGRAPH", "text": "A learner admitted to education but barred from its recognised conclusion has not received full continuity. Examination and certification rules deserve separate review because exclusion may emerge only after years of participation. Authorities should identify documentation, fee, residency and curriculum requirements for each consequential assessment. Learners and families should receive notice early enough to resolve barriers. Where an exception or alternative exists, the competent decision-maker and time limit should be clear. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b008", "type": "PARAGRAPH", "text": "Safeguarding readiness should map referral and receiving capacity. Institutions need contact details, urgent routes and guidance on information. Reviewers should verify whether referrals are acknowledged, whether delay is recorded and what interim protection is available. Counts of referrals can increase because need is identified better or because conditions worsen; interpretation requires response and outcome evidence. Teachers should receive supervision without being asked to assume clinical, legal or migration authority. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b009", "type": "PARAGRAPH", "text": "A temporary allocation may create places quickly, but teacher employment, transport, language instruction, materials and record administration continue. The budget account should show the public body that carries each obligation after exceptional funding ends. Cost comparisons should use equivalent service definitions and include household burdens. An arrangement that appears inexpensive because families provide transport, interpretation or materials may be inequitable and unstable. Financial readiness should distinguish immediate and recurrent obligations. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b010", "type": "PARAGRAPH", "text": "Consultation findings require an authorised response stating what will change, what cannot change and why. Participation in readiness review should reach those who encounter the arrangements. Learners and families can identify unclear information, delay, stigma and practical barriers; teachers and local officers can identify contradictory duties and unavailable services. Evidence should be gathered safely and should not make continued access dependent on participation. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b011", "type": "PARAGRAPH", "text": "The review should conclude with a bounded public judgement for every tested function: ready, partly ready or not ready. Each judgement should cite evidence, affected population, geographic scope and uncertainty. A partly ready function needs an interim arrangement, responsible authority, resource and review date. A not-ready function requires urgent correction and should not be concealed within an overall positive statement. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b012", "type": "PARAGRAPH", "text": "The purpose is to preserve continuity under changing conditions while keeping the public duty visible. Readiness is not a permanent status. Arrivals, movement, housing and service capacity change. Authorities should establish thresholds that trigger renewed review, such as waiting time, class size, support caseload, unplaced learners or record delays. Thresholds should lead to decisions rather than merely additional reporting. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b013", "type": "PARAGRAPH", "text": "External assistance should answer an identified gap and strengthen the continuing service. The Declaration's shared commitment is most credible where national institutions can state both what they provide and what additional support is required, without transferring accountability for entitled learners. Finally, national review should remain connected to international shared responsibility. Comparable information on population, capacity, finance and unmet need can support cooperation, but it should be drawn from a credible national account. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, National readiness review within Part IV — Evidence, accountability and correction must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-1", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "1", "title": "Improvement proposition", "anchor": "1-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-1-b001", "type": "PARAGRAPH", "text": "Authorities should define primary duties, shared tasks, deputies, escalation and review. The relevant service is the lawful roles of education, health, protection and other bodies in securing learner participation. The principal risk is that coordination can be described broadly while no body owns a consequential decision. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Improvement proposition within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-01" ] } ] }, { "id": "sec-iceqc-r-2018-09-2", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "2", "title": "Mandate", "anchor": "2-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-2-b001", "type": "PARAGRAPH", "text": "In mandate and shared governance, cross-sector coordination should secure the lawful roles of education, health, protection and other bodies in securing learner participation. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should therefore define primary duties, shared tasks, deputies, escalation and review. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Mandate within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-2-b002", "type": "PARAGRAPH", "text": "Mandate within Part I — Mandate and shared governance places this proposition within the evidence required for fair assessment after interrupted or cross-border education: Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. The mandate test asks which body has authority and duty for the decision. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Mandate within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-2-b003", "type": "PARAGRAPH", "text": "Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-3", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "3", "title": "Minimum service", "anchor": "3-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-3-b001", "type": "PARAGRAPH", "text": "The immediate improvement response is to define primary duties, shared tasks, deputies, escalation and review. Minimum service is material because the lawful roles of education, health, protection and other bodies in securing learner participation cannot be inferred from a memorandum or coordination structure. In this domain, coordination can be described broadly while no body owns a consequential decision. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Minimum service within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-3-b002", "type": "PARAGRAPH", "text": "Minimum service within Part I — Mandate and shared governance places this proposition within the evidence required for fair assessment after interrupted or cross-border education: Local evidence should be capable of changing a central account of service availability. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Minimum service within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-3-b003", "type": "PARAGRAPH", "text": "Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-4", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "4", "title": "Pathway", "anchor": "4-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-4-b001", "type": "PARAGRAPH", "text": "If coordination can be described broadly while no body owns a consequential decision, shared action can produce a gap rather than an integrated response. The required course is to define primary duties, shared tasks, deputies, escalation and review. The protected public interest in mandate and shared governance concerns the lawful roles of education, health, protection and other bodies in securing learner participation. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Pathway within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-4-b002", "type": "PARAGRAPH", "text": "Pathway within Part I — Mandate and shared governance places this proposition within the evidence required for fair assessment after interrupted or cross-border education: Reasons should remain proportionate to the consequence and competence of each body. Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Pathway within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-4-b003", "type": "PARAGRAPH", "text": "Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-5", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "5", "title": "Equity", "anchor": "5-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-5-b001", "type": "PARAGRAPH", "text": "Planning for mandate and shared governance should begin with the lawful roles of education, health, protection and other bodies in securing learner participation. A foreseeable failure arises where coordination can be described broadly while no body owns a consequential decision. Participating bodies should define primary duties, shared tasks, deputies, escalation and review. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Equity within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-5-b002", "type": "PARAGRAPH", "text": "Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The equity standard requires consideration of which learners cannot use the ordinary pathway. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Equity within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-5-b003", "type": "PARAGRAPH", "text": "The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-6", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "6", "title": "Capacity", "anchor": "6-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-6-b001", "type": "PARAGRAPH", "text": "A competent body should define primary duties, shared tasks, deputies, escalation and review. Mandate and shared governance requires explicit improvement control because it concerns the lawful roles of education, health, protection and other bodies in securing learner participation. The risk is that coordination can be described broadly while no body owns a consequential decision. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Capacity within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-6-b002", "type": "PARAGRAPH", "text": "Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Capacity within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-6-b003", "type": "PARAGRAPH", "text": "Capacity within Part I — Mandate and shared governance places this proposition within the evidence required for fair assessment after interrupted or cross-border education: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Capacity within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-7", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "7", "title": "Evidence", "anchor": "7-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-7-b001", "type": "PARAGRAPH", "text": "Authorities should define primary duties, shared tasks, deputies, escalation and review. The public purpose of mandate and shared governance is the credible provision of the lawful roles of education, health, protection and other bodies in securing learner participation. Where coordination can be described broadly while no body owns a consequential decision, institutional reporting can overstate both reach and protection. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Evidence within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-7-b002", "type": "PARAGRAPH", "text": "For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Evidence within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-7-b003", "type": "PARAGRAPH", "text": "The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-8", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "8", "title": "Protection", "anchor": "8-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-8-b001", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. Applied to mandate and shared governance, this requirement has a distinct coordination consequence. In mandate and shared governance, cross-sector coordination should secure the lawful roles of education, health, protection and other bodies in securing learner participation. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should therefore define primary duties, shared tasks, deputies, escalation and review. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Protection within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-8-b002", "type": "PARAGRAPH", "text": "The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. The protection test asks which safety, privacy and professional boundaries govern action. Participating bodies should minimise data and retain qualified judgement. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Protection within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-8-b003", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. Viewed through public authority, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Protection within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-9", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "9", "title": "Monitoring", "anchor": "9-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-9-b001", "type": "PARAGRAPH", "text": "In this domain, coordination can be described broadly while no body owns a consequential decision. The immediate improvement response is to define primary duties, shared tasks, deputies, escalation and review. Monitoring is material because the lawful roles of education, health, protection and other bodies in securing learner participation cannot be inferred from a memorandum or coordination structure. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Monitoring within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-9-b002", "type": "PARAGRAPH", "text": "For Monitoring within Part I — Mandate and shared governance, a responsible judgement on fair assessment after interrupted or cross-border education should address the following point: Local evidence should be capable of changing a central account of service availability. A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Monitoring within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-9-b003", "type": "PARAGRAPH", "text": "Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. For operational assurance, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Monitoring within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-10", "partId": "part-iceqc-r-2018-09-i", "parentId": null, "number": "10", "title": "Review", "anchor": "10-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-10-b001", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. The protected public interest in mandate and shared governance concerns the lawful roles of education, health, protection and other bodies in securing learner participation. If coordination can be described broadly while no body owns a consequential decision, shared action can produce a gap rather than an integrated response. The required course is to define primary duties, shared tasks, deputies, escalation and review. The implication for referral and correction should be recorded. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Review within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-10-b002", "type": "PARAGRAPH", "text": "For Review within Part I — Mandate and shared governance, a responsible judgement on fair assessment after interrupted or cross-border education should address the following point: Reasons should remain proportionate to the consequence and competence of each body. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Review within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-10-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Review within Part I — Mandate and shared governance must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-11", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "11", "title": "Improvement proposition", "anchor": "11-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-11-b001", "type": "PARAGRAPH", "text": "The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should combine sources and state coverage, uncertainty and practical access. The relevant service is the learners and communities requiring connected services and the barriers affecting their use. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Improvement proposition within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-02" ] } ] }, { "id": "sec-iceqc-r-2018-09-12", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "12", "title": "Mandate", "anchor": "12-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-12-b001", "type": "PARAGRAPH", "text": "A competent body should combine sources and state coverage, uncertainty and practical access. Population and access requires explicit improvement control because it concerns the learners and communities requiring connected services and the barriers affecting their use. The risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Mandate within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-12-b002", "type": "PARAGRAPH", "text": "Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Mandate within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-12-b003", "type": "PARAGRAPH", "text": "For Mandate within Part II — Population and access, a responsible judgement on fair assessment after interrupted or cross-border education should address the following point: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. Applied to population and access, this requirement has a distinct coordination consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Mandate within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-13", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "13", "title": "Minimum service", "anchor": "13-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-13-b001", "type": "PARAGRAPH", "text": "Authorities should combine sources and state coverage, uncertainty and practical access. The public purpose of population and access is the credible provision of the learners and communities requiring connected services and the barriers affecting their use. Where provider and school lists can omit displaced, disabled, remote and previously excluded learners, institutional reporting can overstate both reach and protection. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Minimum service within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-13-b002", "type": "PARAGRAPH", "text": "Any conclusion must respect that a meeting or agreement is not itself a service. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Minimum service within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-13-b003", "type": "PARAGRAPH", "text": "Minimum service within Part II — Population and access places this proposition within the evidence required for fair assessment after interrupted or cross-border education: The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. Under a proportionate review, Applied to population and access, this requirement has a distinct coordination consequence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Minimum service within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-14", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "14", "title": "Pathway", "anchor": "14-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-14-b001", "type": "PARAGRAPH", "text": "Authorities should therefore combine sources and state coverage, uncertainty and practical access. In population and access, cross-sector coordination should secure the learners and communities requiring connected services and the barriers affecting their use. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Pathway within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-14-b002", "type": "PARAGRAPH", "text": "The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Pathway within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-14-b003", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. Within population and access, the principle bears on the service pathway described in this part. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Pathway within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-15", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "15", "title": "Equity", "anchor": "15-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-15-b001", "type": "PARAGRAPH", "text": "The immediate improvement response is to combine sources and state coverage, uncertainty and practical access. Equity is material because the learners and communities requiring connected services and the barriers affecting their use cannot be inferred from a memorandum or coordination structure. In this domain, provider and school lists can omit displaced, disabled, remote and previously excluded learners. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Equity within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-15-b002", "type": "PARAGRAPH", "text": "Evidence from Equity within Part II — Population and access bears on fair assessment after interrupted or cross-border education through this institutional requirement: Local evidence should be capable of changing a central account of service availability. A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Equity within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-15-b003", "type": "PARAGRAPH", "text": "Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. For the responsible institution, Within population and access, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Equity within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-16", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "16", "title": "Capacity", "anchor": "16-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-16-b001", "type": "PARAGRAPH", "text": "The required course is to combine sources and state coverage, uncertainty and practical access. The protected public interest in population and access concerns the learners and communities requiring connected services and the barriers affecting their use. If provider and school lists can omit displaced, disabled, remote and previously excluded learners, shared action can produce a gap rather than an integrated response. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Capacity within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-16-b002", "type": "PARAGRAPH", "text": "Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Capacity within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-16-b003", "type": "PARAGRAPH", "text": "Capacity within Part II — Population and access places this proposition within the evidence required for fair assessment after interrupted or cross-border education: Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. At the point of service, Within population and access, the principle bears on the service pathway described in this part. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Capacity within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-17", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "17", "title": "Evidence", "anchor": "17-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-17-b001", "type": "PARAGRAPH", "text": "Participating bodies should combine sources and state coverage, uncertainty and practical access. Planning for population and access should begin with the learners and communities requiring connected services and the barriers affecting their use. A foreseeable failure arises where provider and school lists can omit displaced, disabled, remote and previously excluded learners. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Evidence within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-17-b002", "type": "PARAGRAPH", "text": "The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Evidence within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-17-b003", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to population and access, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Evidence within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-18", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "18", "title": "Protection", "anchor": "18-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-18-b001", "type": "PARAGRAPH", "text": "The risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. A competent body should combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded. For a documented correction, Applied to population and access, this requirement has a distinct coordination consequence. Population and access requires explicit improvement control because it concerns the learners and communities requiring connected services and the barriers affecting their use. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Protection within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b002", "type": "PARAGRAPH", "text": "Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Protection within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-18-b003", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. Within an authorised local response, Within population and access, the principle bears on the service pathway described in this part. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Protection within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-19", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "19", "title": "Monitoring", "anchor": "19-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-19-b001", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Applied to population and access, this requirement has a distinct coordination consequence. The public purpose of population and access is the credible provision of the learners and communities requiring connected services and the barriers affecting their use. Where provider and school lists can omit displaced, disabled, remote and previously excluded learners, institutional reporting can overstate both reach and protection. Authorities should combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Monitoring within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-19-b002", "type": "PARAGRAPH", "text": "Any conclusion must respect that referral volume alone does not establish benefit. For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Monitoring within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-19-b003", "type": "PARAGRAPH", "text": "For Monitoring within Part II — Population and access, a responsible judgement on fair assessment after interrupted or cross-border education should address the following point: The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence. For an equitable service judgement, Within population and access, the principle bears on the service pathway described in this part. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Monitoring within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-20", "partId": "part-iceqc-r-2018-09-ii", "parentId": null, "number": "20", "title": "Review", "anchor": "20-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-20-b001", "type": "PARAGRAPH", "text": "Authorities should therefore combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded. Under the relevant public mandate, Applied to population and access, this requirement has a distinct coordination consequence. In population and access, cross-sector coordination should secure the learners and communities requiring connected services and the barriers affecting their use. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Review within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-20-b002", "type": "PARAGRAPH", "text": "The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Review within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-20-b003", "type": "PARAGRAPH", "text": "Review within Part II — Population and access places this proposition within the evidence required for fair assessment after interrupted or cross-border education: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body. For population and access, the authority should test this safeguard against learner and receiving-service evidence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Review within Part II — Population and access must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-21", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "21", "title": "Improvement proposition", "anchor": "21-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-21-b001", "type": "PARAGRAPH", "text": "Authorities should state outcomes, contribution, decision rights and limits. The relevant service is the education, health and protection conditions each body is expected to influence. The principal risk is that a common goal can blur professional competence or make every result a joint responsibility. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Improvement proposition within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-03" ] } ] }, { "id": "sec-iceqc-r-2018-09-22", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "22", "title": "Mandate", "anchor": "22-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-22-b001", "type": "PARAGRAPH", "text": "The protected public interest in shared outcomes and service boundaries concerns the education, health and protection conditions each body is expected to influence. If a common goal can blur professional competence or make every result a joint responsibility, shared action can produce a gap rather than an integrated response. The required course is to state outcomes, contribution, decision rights and limits. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Mandate within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-22-b002", "type": "PARAGRAPH", "text": "Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. Under mandate, review concerns which body has authority and duty for the decision. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Mandate within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-22-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Mandate within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-23", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "23", "title": "Minimum service", "anchor": "23-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-23-b001", "type": "PARAGRAPH", "text": "Planning for shared outcomes and service boundaries should begin with the education, health and protection conditions each body is expected to influence. A foreseeable failure arises where a common goal can blur professional competence or make every result a joint responsibility. Participating bodies should state outcomes, contribution, decision rights and limits. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Minimum service within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-23-b002", "type": "PARAGRAPH", "text": "Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The minimum service standard requires consideration of which learner-facing condition should be present. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Minimum service within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-23-b003", "type": "PARAGRAPH", "text": "Within shared outcomes and service boundaries, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Minimum service within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-24", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "24", "title": "Pathway", "anchor": "24-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-24-b001", "type": "PARAGRAPH", "text": "Shared outcomes and service boundaries requires explicit improvement control because it concerns the education, health and protection conditions each body is expected to influence. The risk is that a common goal can blur professional competence or make every result a joint responsibility. A competent body should state outcomes, contribution, decision rights and limits. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Pathway within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-24-b002", "type": "PARAGRAPH", "text": "It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled. Review of pathway should determine how a learner moves from identification through response and follow-up. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Pathway within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-24-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. In a credible implementation account, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Pathway within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-25", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "25", "title": "Equity", "anchor": "25-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-25-b001", "type": "PARAGRAPH", "text": "The public purpose of shared outcomes and service boundaries is the credible provision of the education, health and protection conditions each body is expected to influence. Where a common goal can blur professional competence or make every result a joint responsibility, institutional reporting can overstate both reach and protection. Authorities should state outcomes, contribution, decision rights and limits. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Equity within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-25-b002", "type": "PARAGRAPH", "text": "Any conclusion must respect that equal procedure does not establish equal access. For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Equity within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-25-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. For institutional follow-through, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Equity within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-26", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "26", "title": "Capacity", "anchor": "26-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-26-b001", "type": "PARAGRAPH", "text": "In shared outcomes and service boundaries, cross-sector coordination should secure the education, health and protection conditions each body is expected to influence. The principal risk is that a common goal can blur professional competence or make every result a joint responsibility. Authorities should therefore state outcomes, contribution, decision rights and limits. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Capacity within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-26-b002", "type": "PARAGRAPH", "text": "The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The record should identify population, service, authority, status and date. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Capacity within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-26-b003", "type": "PARAGRAPH", "text": "For Capacity within Part III — Shared outcomes and service boundaries, a responsible judgement on fair assessment after interrupted or cross-border education should address the following point: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Capacity within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-27", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "27", "title": "Evidence", "anchor": "27-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-27-b001", "type": "PARAGRAPH", "text": "Evidence is material because the education, health and protection conditions each body is expected to influence cannot be inferred from a memorandum or coordination structure. In this domain, a common goal can blur professional competence or make every result a joint responsibility. The immediate improvement response is to state outcomes, contribution, decision rights and limits. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Evidence within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-27-b002", "type": "PARAGRAPH", "text": "The educational consequence in Evidence within Part III — Shared outcomes and service boundaries gives practical meaning to fair assessment after interrupted or cross-border education: Local evidence should be capable of changing a central account of service availability. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Evidence within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-27-b003", "type": "PARAGRAPH", "text": "At the next review decision, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Evidence within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-28", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "28", "title": "Protection", "anchor": "28-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-28-b001", "type": "PARAGRAPH", "text": "With the affected population in view, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. The protected public interest in shared outcomes and service boundaries concerns the education, health and protection conditions each body is expected to influence. If a common goal can blur professional competence or make every result a joint responsibility, shared action can produce a gap rather than an integrated response. The required course is to state outcomes, contribution, decision rights and limits. The implication for referral and correction should be recorded. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Protection within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-28-b002", "type": "PARAGRAPH", "text": "Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body. Under protection, review concerns which safety, privacy and professional boundaries govern action. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Protection within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-28-b003", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. For a timely administrative response, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Protection within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-29", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "29", "title": "Monitoring", "anchor": "29-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-29-b001", "type": "PARAGRAPH", "text": "Participating bodies should state outcomes, contribution, decision rights and limits. The implication for referral and correction should be recorded. In the evidence available locally, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. Planning for shared outcomes and service boundaries should begin with the education, health and protection conditions each body is expected to influence. A foreseeable failure arises where a common goal can blur professional competence or make every result a joint responsibility. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Monitoring within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-29-b002", "type": "PARAGRAPH", "text": "Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Monitoring within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-29-b003", "type": "PARAGRAPH", "text": "Monitoring within Part III — Shared outcomes and service boundaries places this proposition within the evidence required for fair assessment after interrupted or cross-border education: A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. Within the stated service boundary, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Monitoring within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-30", "partId": "part-iceqc-r-2018-09-iii", "parentId": null, "number": "30", "title": "Review", "anchor": "30-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-30-b001", "type": "PARAGRAPH", "text": "Shared outcomes and service boundaries requires explicit improvement control because it concerns the education, health and protection conditions each body is expected to influence. The risk is that a common goal can blur professional competence or make every result a joint responsibility. A competent body should state outcomes, contribution, decision rights and limits. The implication for referral and correction should be recorded. Viewed through public authority, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Review within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-30-b002", "type": "PARAGRAPH", "text": "It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. Review of review should determine how failure changes protocol, resource and responsibility. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Review within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-30-b003", "type": "PARAGRAPH", "text": "Evidence from Review within Part III — Shared outcomes and service boundaries bears on fair assessment after interrupted or cross-border education through this institutional requirement: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. For operational assurance, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Review within Part III — Shared outcomes and service boundaries must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-31", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "31", "title": "Improvement proposition", "anchor": "31-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-31-b001", "type": "PARAGRAPH", "text": "The relevant service is timely recognition of need and a safe route to competent assessment or service. The principal risk is that referral can become a transfer of responsibility without confirmation that help was received. Authorities should define trigger, consent, receiving capacity, follow-up and interim protection. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Improvement proposition within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-04" ] } ] }, { "id": "sec-iceqc-r-2018-09-32", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "32", "title": "Mandate", "anchor": "32-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-32-b001", "type": "PARAGRAPH", "text": "The principal risk is that referral can become a transfer of responsibility without confirmation that help was received. Authorities should therefore define trigger, consent, receiving capacity, follow-up and interim protection. In identification and referral, cross-sector coordination should secure timely recognition of need and a safe route to competent assessment or service. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Mandate within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-32-b002", "type": "PARAGRAPH", "text": "For Mandate within Part IV — Identification and referral, a responsible judgement on fair assessment after interrupted or cross-border education should address the following point: Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. Applied to identification and referral, this requirement has a distinct coordination consequence. The mandate test asks which body has authority and duty for the decision. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Mandate within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-32-b003", "type": "PARAGRAPH", "text": "Evidence from Mandate within Part IV — Identification and referral bears on fair assessment after interrupted or cross-border education through this institutional requirement: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. Within identification and referral, the principle bears on the service pathway described in this part. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Mandate within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-33", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "33", "title": "Minimum service", "anchor": "33-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-33-b001", "type": "PARAGRAPH", "text": "In this domain, referral can become a transfer of responsibility without confirmation that help was received. The immediate improvement response is to define trigger, consent, receiving capacity, follow-up and interim protection. Minimum service is material because timely recognition of need and a safe route to competent assessment or service cannot be inferred from a memorandum or coordination structure. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Minimum service within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-33-b002", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. In the corresponding local account, Applied to identification and referral, this requirement has a distinct coordination consequence. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Minimum service within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-33-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to identification and referral, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Minimum service within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-34", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "34", "title": "Pathway", "anchor": "34-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-34-b001", "type": "PARAGRAPH", "text": "If referral can become a transfer of responsibility without confirmation that help was received, shared action can produce a gap rather than an integrated response. The required course is to define trigger, consent, receiving capacity, follow-up and interim protection. The protected public interest in identification and referral concerns timely recognition of need and a safe route to competent assessment or service. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Pathway within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-34-b002", "type": "PARAGRAPH", "text": "Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. Under a proportionate review, Applied to identification and referral, this requirement has a distinct coordination consequence. Under pathway, review concerns how a learner moves from identification through response and follow-up. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Pathway within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-34-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Within identification and referral, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Pathway within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-35", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "35", "title": "Equity", "anchor": "35-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-35-b001", "type": "PARAGRAPH", "text": "A foreseeable failure arises where referral can become a transfer of responsibility without confirmation that help was received. Participating bodies should define trigger, consent, receiving capacity, follow-up and interim protection. Planning for identification and referral should begin with timely recognition of need and a safe route to competent assessment or service. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Equity within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-35-b002", "type": "PARAGRAPH", "text": "At the point of service, Applied to identification and referral, this requirement has a distinct coordination consequence. The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Equity within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-35-b003", "type": "PARAGRAPH", "text": "For Equity within Part IV — Identification and referral, a responsible judgement on fair assessment after interrupted or cross-border education should address the following point: A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. In the applicable protection setting, Applied to identification and referral, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Equity within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-36", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "36", "title": "Capacity", "anchor": "36-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-36-b001", "type": "PARAGRAPH", "text": "The risk is that referral can become a transfer of responsibility without confirmation that help was received. A competent body should define trigger, consent, receiving capacity, follow-up and interim protection. Identification and referral requires explicit improvement control because it concerns timely recognition of need and a safe route to competent assessment or service. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Capacity within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-36-b002", "type": "PARAGRAPH", "text": "Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded. For a documented correction, Applied to identification and referral, this requirement has a distinct coordination consequence. Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Capacity within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-36-b003", "type": "PARAGRAPH", "text": "The educational consequence in Capacity within Part IV — Identification and referral gives practical meaning to fair assessment after interrupted or cross-border education: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. Within an authorised local response, Within identification and referral, the principle bears on the service pathway described in this part. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Capacity within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-37", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "37", "title": "Evidence", "anchor": "37-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-37-b001", "type": "PARAGRAPH", "text": "Where referral can become a transfer of responsibility without confirmation that help was received, institutional reporting can overstate both reach and protection. Authorities should define trigger, consent, receiving capacity, follow-up and interim protection. The public purpose of identification and referral is the credible provision of timely recognition of need and a safe route to competent assessment or service. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Evidence within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-37-b002", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. From the standpoint of continuity, Applied to identification and referral, this requirement has a distinct coordination consequence. For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Evidence within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-37-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to identification and referral, this requirement has a distinct coordination consequence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Evidence within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-38", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "38", "title": "Protection", "anchor": "38-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-38-b001", "type": "PARAGRAPH", "text": "Authorities should therefore define trigger, consent, receiving capacity, follow-up and interim protection. The implication for referral and correction should be recorded. Under the relevant public mandate, Applied to identification and referral, this requirement has a distinct coordination consequence. In identification and referral, cross-sector coordination should secure timely recognition of need and a safe route to competent assessment or service. The principal risk is that referral can become a transfer of responsibility without confirmation that help was received. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Protection within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-38-b002", "type": "PARAGRAPH", "text": "Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. In a credible implementation account, Applied to identification and referral, this requirement has a distinct coordination consequence. The protection test asks which safety, privacy and professional boundaries govern action. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Protection within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-38-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. For identification and referral, the authority should test this safeguard against learner and receiving-service evidence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Protection within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-39", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "39", "title": "Monitoring", "anchor": "39-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-39-b001", "type": "PARAGRAPH", "text": "In this domain, referral can become a transfer of responsibility without confirmation that help was received. The immediate improvement response is to define trigger, consent, receiving capacity, follow-up and interim protection. Monitoring is material because timely recognition of need and a safe route to competent assessment or service cannot be inferred from a memorandum or coordination structure. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Monitoring within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-39-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded. For institutional follow-through, Applied to identification and referral, this requirement has a distinct coordination consequence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Monitoring within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-39-b003", "type": "PARAGRAPH", "text": "Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. At the next review decision, Within identification and referral, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Monitoring within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-40", "partId": "part-iceqc-r-2018-09-iv", "parentId": null, "number": "40", "title": "Review", "anchor": "40-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-40-b001", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. With the affected population in view, Applied to identification and referral, this requirement has a distinct coordination consequence. The protected public interest in identification and referral concerns timely recognition of need and a safe route to competent assessment or service. If referral can become a transfer of responsibility without confirmation that help was received, shared action can produce a gap rather than an integrated response. The required course is to define trigger, consent, receiving capacity, follow-up and interim protection. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Review within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-40-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to identification and referral, this requirement has a distinct coordination consequence. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Review within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-40-b003", "type": "PARAGRAPH", "text": "In the evidence available locally, For identification and referral, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Review within Part IV — Identification and referral must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-41", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "41", "title": "Improvement proposition", "anchor": "41-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-41-b001", "type": "PARAGRAPH", "text": "The principal risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Authorities should connect education observation with qualified health response and continuity. The relevant service is health conditions, services and information affecting attendance and learning. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Improvement proposition within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-05" ] } ] }, { "id": "sec-iceqc-r-2018-09-42", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "42", "title": "Mandate", "anchor": "42-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-42-b001", "type": "PARAGRAPH", "text": "A competent body should connect education observation with qualified health response and continuity. Health and readiness to learn requires explicit improvement control because it concerns health conditions, services and information affecting attendance and learning. The risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Mandate within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-42-b002", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Mandate within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-42-b003", "type": "PARAGRAPH", "text": "Public accountability for Mandate within Part V — Health and readiness to learn requires a reasoned finding about fair assessment after interrupted or cross-border education: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body. For health and readiness to learn, the authority should test this safeguard against learner and receiving-service evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Mandate within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-43", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "43", "title": "Minimum service", "anchor": "43-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-43-b001", "type": "PARAGRAPH", "text": "Authorities should connect education observation with qualified health response and continuity. The public purpose of health and readiness to learn is the credible provision of health conditions, services and information affecting attendance and learning. Where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed, institutional reporting can overstate both reach and protection. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Minimum service within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-43-b002", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. Within the stated service boundary, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Minimum service within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-43-b003", "type": "PARAGRAPH", "text": "Evidence from Minimum service within Part V — Health and readiness to learn bears on fair assessment after interrupted or cross-border education through this institutional requirement: The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence. Within health and readiness to learn, the principle bears on the service pathway described in this part. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Minimum service within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-44", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "44", "title": "Pathway", "anchor": "44-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-44-b001", "type": "PARAGRAPH", "text": "Authorities should therefore connect education observation with qualified health response and continuity. In health and readiness to learn, cross-sector coordination should secure health conditions, services and information affecting attendance and learning. The principal risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Pathway within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-44-b002", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Pathway within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-44-b003", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. For operational assurance, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Pathway within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-45", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "45", "title": "Equity", "anchor": "45-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-45-b001", "type": "PARAGRAPH", "text": "The immediate improvement response is to connect education observation with qualified health response and continuity. Equity is material because health conditions, services and information affecting attendance and learning cannot be inferred from a memorandum or coordination structure. In this domain, schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Equity within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-45-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded. In the corresponding local account, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Equity within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-45-b003", "type": "PARAGRAPH", "text": "Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. From the learner-facing perspective, For health and readiness to learn, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Equity within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-46", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "46", "title": "Capacity", "anchor": "46-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-46-b001", "type": "PARAGRAPH", "text": "The required course is to connect education observation with qualified health response and continuity. The protected public interest in health and readiness to learn concerns health conditions, services and information affecting attendance and learning. If schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed, shared action can produce a gap rather than an integrated response. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Capacity within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-46-b002", "type": "PARAGRAPH", "text": "Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. Under a proportionate review, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Capacity within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-46-b003", "type": "PARAGRAPH", "text": "For Capacity within Part V — Health and readiness to learn, a responsible judgement on fair assessment after interrupted or cross-border education should address the following point: Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. For the responsible institution, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Capacity within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-47", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "47", "title": "Evidence", "anchor": "47-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-47-b001", "type": "PARAGRAPH", "text": "Participating bodies should connect education observation with qualified health response and continuity. Planning for health and readiness to learn should begin with health conditions, services and information affecting attendance and learning. A foreseeable failure arises where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Evidence within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-47-b002", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. At the point of service, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Evidence within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-47-b003", "type": "PARAGRAPH", "text": "In the applicable protection setting, Within health and readiness to learn, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Evidence within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-48", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "48", "title": "Protection", "anchor": "48-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-48-b001", "type": "PARAGRAPH", "text": "Health and readiness to learn requires explicit improvement control because it concerns health conditions, services and information affecting attendance and learning. The risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. A competent body should connect education observation with qualified health response and continuity. The implication for referral and correction should be recorded. For a documented correction, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Protection within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-48-b002", "type": "PARAGRAPH", "text": "It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded. Within an authorised local response, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Review of protection should determine which safety, privacy and professional boundaries govern action. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Protection within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-48-b003", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. From the standpoint of continuity, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Protection within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-49", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "49", "title": "Monitoring", "anchor": "49-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-49-b001", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. For an equitable service judgement, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The public purpose of health and readiness to learn is the credible provision of health conditions, services and information affecting attendance and learning. Where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed, institutional reporting can overstate both reach and protection. Authorities should connect education observation with qualified health response and continuity. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Monitoring within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-49-b002", "type": "PARAGRAPH", "text": "For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit. The implication for referral and correction should be recorded. Under the relevant public mandate, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Monitoring within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-49-b003", "type": "PARAGRAPH", "text": "The educational consequence in Monitoring within Part V — Health and readiness to learn gives practical meaning to fair assessment after interrupted or cross-border education: The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body. In a credible implementation account, For health and readiness to learn, the authority should test this safeguard against learner and receiving-service evidence. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Monitoring within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-50", "partId": "part-iceqc-r-2018-09-v", "parentId": null, "number": "50", "title": "Review", "anchor": "50-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-50-b001", "type": "PARAGRAPH", "text": "The principal risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Authorities should therefore connect education observation with qualified health response and continuity. The implication for referral and correction should be recorded. For institutional follow-through, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. In health and readiness to learn, cross-sector coordination should secure health conditions, services and information affecting attendance and learning. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Review within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-50-b002", "type": "PARAGRAPH", "text": "At the next review decision, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Review within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-50-b003", "type": "PARAGRAPH", "text": "The educational consequence in Review within Part V — Health and readiness to learn gives practical meaning to fair assessment after interrupted or cross-border education: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. With the affected population in view, Within health and readiness to learn, the principle bears on the service pathway described in this part. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Review within Part V — Health and readiness to learn must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-51", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "51", "title": "Improvement proposition", "anchor": "51-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-51-b001", "type": "PARAGRAPH", "text": "Authorities should retain trained response, lawful reporting, confidentiality and education support. The relevant service is prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The principal risk is that shared protocols can expose sensitive information or delay urgent protection. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Improvement proposition within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-06" ] } ] }, { "id": "sec-iceqc-r-2018-09-52", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "52", "title": "Mandate", "anchor": "52-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-52-b001", "type": "PARAGRAPH", "text": "The protected public interest in safeguarding and protection concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. If shared protocols can expose sensitive information or delay urgent protection, shared action can produce a gap rather than an integrated response. The required course is to retain trained response, lawful reporting, confidentiality and education support. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Mandate within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-52-b002", "type": "PARAGRAPH", "text": "Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Under mandate, review concerns which body has authority and duty for the decision. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Mandate within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-52-b003", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. Within safeguarding and protection, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Mandate within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-53", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "53", "title": "Minimum service", "anchor": "53-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-53-b001", "type": "PARAGRAPH", "text": "Planning for safeguarding and protection should begin with prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. A foreseeable failure arises where shared protocols can expose sensitive information or delay urgent protection. Participating bodies should retain trained response, lawful reporting, confidentiality and education support. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Minimum service within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-53-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Minimum service within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-53-b003", "type": "PARAGRAPH", "text": "For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Minimum service within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-54", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "54", "title": "Pathway", "anchor": "54-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-54-b001", "type": "PARAGRAPH", "text": "Safeguarding and protection requires explicit improvement control because it concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The risk is that shared protocols can expose sensitive information or delay urgent protection. A competent body should retain trained response, lawful reporting, confidentiality and education support. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Pathway within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-54-b002", "type": "PARAGRAPH", "text": "Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded. In the evidence available locally, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Review of pathway should determine how a learner moves from identification through response and follow-up. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Pathway within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-54-b003", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. Within the stated service boundary, Within safeguarding and protection, the principle bears on the service pathway described in this part. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Pathway within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-55", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "55", "title": "Equity", "anchor": "55-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-55-b001", "type": "PARAGRAPH", "text": "The public purpose of safeguarding and protection is the credible provision of prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. Where shared protocols can expose sensitive information or delay urgent protection, institutional reporting can overstate both reach and protection. Authorities should retain trained response, lawful reporting, confidentiality and education support. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Equity within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-55-b002", "type": "PARAGRAPH", "text": "For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access. The implication for referral and correction should be recorded. Viewed through public authority, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Equity within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-55-b003", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. For operational assurance, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Equity within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-56", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "56", "title": "Capacity", "anchor": "56-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-56-b001", "type": "PARAGRAPH", "text": "In safeguarding and protection, cross-sector coordination should secure prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The principal risk is that shared protocols can expose sensitive information or delay urgent protection. Authorities should therefore retain trained response, lawful reporting, confidentiality and education support. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Capacity within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-56-b002", "type": "PARAGRAPH", "text": "The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. In the corresponding local account, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Capacity within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-56-b003", "type": "PARAGRAPH", "text": "Public accountability for Capacity within Part VI — Safeguarding and protection requires a reasoned finding about fair assessment after interrupted or cross-border education: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body. From the learner-facing perspective, For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Capacity within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-57", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "57", "title": "Evidence", "anchor": "57-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-57-b001", "type": "PARAGRAPH", "text": "Evidence is material because prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice cannot be inferred from a memorandum or coordination structure. In this domain, shared protocols can expose sensitive information or delay urgent protection. The immediate improvement response is to retain trained response, lawful reporting, confidentiality and education support. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Evidence within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-57-b002", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. Under a proportionate review, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Evidence within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-57-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Evidence within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-58", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "58", "title": "Protection", "anchor": "58-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-58-b001", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. At the point of service, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The protected public interest in safeguarding and protection concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. If shared protocols can expose sensitive information or delay urgent protection, shared action can produce a gap rather than an integrated response. The required course is to retain trained response, lawful reporting, confidentiality and education support. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Protection within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-58-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Protection within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-58-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. For a documented correction, For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Protection within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-59", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "59", "title": "Monitoring", "anchor": "59-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-59-b001", "type": "PARAGRAPH", "text": "A foreseeable failure arises where shared protocols can expose sensitive information or delay urgent protection. Participating bodies should retain trained response, lawful reporting, confidentiality and education support. The implication for referral and correction should be recorded. Within an authorised local response, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Planning for safeguarding and protection should begin with prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Monitoring within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-59-b002", "type": "PARAGRAPH", "text": "Monitoring within Part VI — Safeguarding and protection places this proposition within the evidence required for fair assessment after interrupted or cross-border education: Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded. From the standpoint of continuity, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Monitoring within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-59-b003", "type": "PARAGRAPH", "text": "Evidence from Monitoring within Part VI — Safeguarding and protection bears on fair assessment after interrupted or cross-border education through this institutional requirement: A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. For an equitable service judgement, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Monitoring within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-60", "partId": "part-iceqc-r-2018-09-vi", "parentId": null, "number": "60", "title": "Review", "anchor": "60-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-60-b001", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Safeguarding and protection requires explicit improvement control because it concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The risk is that shared protocols can expose sensitive information or delay urgent protection. A competent body should retain trained response, lawful reporting, confidentiality and education support. The implication for referral and correction should be recorded. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Review within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-60-b002", "type": "PARAGRAPH", "text": "Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded. In a credible implementation account, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Review within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-60-b003", "type": "PARAGRAPH", "text": "A decision concerning Review within Part VI — Safeguarding and protection should connect fair assessment after interrupted or cross-border education to the following evidential premise: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body. For institutional follow-through, For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Review within Part VI — Safeguarding and protection must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-61", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "61", "title": "Improvement proposition", "anchor": "61-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-61-b001", "type": "PARAGRAPH", "text": "The relevant service is services supporting health, dignity, attendance and sustained education. The principal risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Authorities should set learner-facing minima, responsible service and corrective thresholds. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Improvement proposition within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-07" ] } ] }, { "id": "sec-iceqc-r-2018-09-62", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "62", "title": "Mandate", "anchor": "62-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-62-b001", "type": "PARAGRAPH", "text": "The principal risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Authorities should therefore set learner-facing minima, responsible service and corrective thresholds. In nutrition, water and sanitation, cross-sector coordination should secure services supporting health, dignity, attendance and sustained education. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Mandate within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-62-b002", "type": "PARAGRAPH", "text": "Evidence from Mandate within Part VII — Nutrition, water and sanitation bears on fair assessment after interrupted or cross-border education through this institutional requirement: Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The mandate test asks which body has authority and duty for the decision. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Mandate within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-62-b003", "type": "PARAGRAPH", "text": "A decision concerning Mandate within Part VII — Nutrition, water and sanitation should connect fair assessment after interrupted or cross-border education to the following evidential premise: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Mandate within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-63", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "63", "title": "Minimum service", "anchor": "63-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-63-b001", "type": "PARAGRAPH", "text": "In this domain, separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. The immediate improvement response is to set learner-facing minima, responsible service and corrective thresholds. Minimum service is material because services supporting health, dignity, attendance and sustained education cannot be inferred from a memorandum or coordination structure. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Minimum service within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-63-b002", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. At the next review decision, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Minimum service within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-63-b003", "type": "PARAGRAPH", "text": "With the affected population in view, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Minimum service within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-64", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "64", "title": "Pathway", "anchor": "64-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-64-b001", "type": "PARAGRAPH", "text": "If separate provision can leave operating gaps, inaccessible facilities or unclear maintenance, shared action can produce a gap rather than an integrated response. The required course is to set learner-facing minima, responsible service and corrective thresholds. The protected public interest in nutrition, water and sanitation concerns services supporting health, dignity, attendance and sustained education. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Pathway within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-64-b002", "type": "PARAGRAPH", "text": "Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence. For a timely administrative response, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Pathway within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-64-b003", "type": "PARAGRAPH", "text": "In the evidence available locally, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Pathway within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-65", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "65", "title": "Equity", "anchor": "65-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-65-b001", "type": "PARAGRAPH", "text": "A foreseeable failure arises where separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Participating bodies should set learner-facing minima, responsible service and corrective thresholds. Planning for nutrition, water and sanitation should begin with services supporting health, dignity, attendance and sustained education. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Equity within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-65-b002", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. Within the stated service boundary, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Equity within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-65-b003", "type": "PARAGRAPH", "text": "The educational consequence in Equity within Part VII — Nutrition, water and sanitation gives practical meaning to fair assessment after interrupted or cross-border education: A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. Viewed through public authority, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Equity within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-66", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "66", "title": "Capacity", "anchor": "66-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-66-b001", "type": "PARAGRAPH", "text": "The risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. A competent body should set learner-facing minima, responsible service and corrective thresholds. Nutrition, water and sanitation requires explicit improvement control because it concerns services supporting health, dignity, attendance and sustained education. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Capacity within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-66-b002", "type": "PARAGRAPH", "text": "It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. For operational assurance, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Review of capacity should determine which staff, time, finance and facilities make delivery feasible. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Capacity within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-66-b003", "type": "PARAGRAPH", "text": "The population addressed in Capacity within Part VII — Nutrition, water and sanitation tests the adequacy of fair assessment after interrupted or cross-border education in this respect: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. In the corresponding local account, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Capacity within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-67", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "67", "title": "Evidence", "anchor": "67-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-67-b001", "type": "PARAGRAPH", "text": "Where separate provision can leave operating gaps, inaccessible facilities or unclear maintenance, institutional reporting can overstate both reach and protection. Authorities should set learner-facing minima, responsible service and corrective thresholds. The public purpose of nutrition, water and sanitation is the credible provision of services supporting health, dignity, attendance and sustained education. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Evidence within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-67-b002", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. From the learner-facing perspective, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Evidence within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-67-b003", "type": "PARAGRAPH", "text": "Under a proportionate review, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Evidence within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-68", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "68", "title": "Protection", "anchor": "68-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-68-b001", "type": "PARAGRAPH", "text": "The principal risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Authorities should therefore set learner-facing minima, responsible service and corrective thresholds. The implication for referral and correction should be recorded. For the responsible institution, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. In nutrition, water and sanitation, cross-sector coordination should secure services supporting health, dignity, attendance and sustained education. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Protection within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-68-b002", "type": "PARAGRAPH", "text": "Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. At the point of service, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The protection test asks which safety, privacy and professional boundaries govern action. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Protection within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-68-b003", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. In the applicable protection setting, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Protection within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-69", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "69", "title": "Monitoring", "anchor": "69-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-69-b001", "type": "PARAGRAPH", "text": "In this domain, separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. The immediate improvement response is to set learner-facing minima, responsible service and corrective thresholds. Monitoring is material because services supporting health, dignity, attendance and sustained education cannot be inferred from a memorandum or coordination structure. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Monitoring within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-69-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence. For a documented correction, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Monitoring within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-69-b003", "type": "PARAGRAPH", "text": "Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. For nutrition, water and sanitation, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Monitoring within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-70", "partId": "part-iceqc-r-2018-09-vii", "parentId": null, "number": "70", "title": "Review", "anchor": "70-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-70-b001", "type": "PARAGRAPH", "text": "The required course is to set learner-facing minima, responsible service and corrective thresholds. The implication for referral and correction should be recorded. Within an authorised local response, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. The protected public interest in nutrition, water and sanitation concerns services supporting health, dignity, attendance and sustained education. If separate provision can leave operating gaps, inaccessible facilities or unclear maintenance, shared action can produce a gap rather than an integrated response. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Review within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-70-b002", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. From the standpoint of continuity, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Review within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-70-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Review within Part VII — Nutrition, water and sanitation must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-71", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "71", "title": "Improvement proposition", "anchor": "71-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-71-b001", "type": "PARAGRAPH", "text": "The principal risk is that frontline staff can receive added duties without time, competence, supervision or protection. Authorities should define role, training, referral limits, support and replacement. The relevant service is the preparation, workload, support and conduct of staff implementing connected arrangements. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Improvement proposition within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-08" ] } ] }, { "id": "sec-iceqc-r-2018-09-72", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "72", "title": "Mandate", "anchor": "72-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-72-b001", "type": "PARAGRAPH", "text": "A competent body should define role, training, referral limits, support and replacement. Teachers and frontline personnel requires explicit improvement control because it concerns the preparation, workload, support and conduct of staff implementing connected arrangements. The risk is that frontline staff can receive added duties without time, competence, supervision or protection. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Mandate within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-72-b002", "type": "PARAGRAPH", "text": "Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. Within teachers and frontline personnel, the principle bears on the service pathway described in this part. Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Mandate within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-72-b003", "type": "PARAGRAPH", "text": "Within Mandate within Part VIII — Teachers and frontline personnel, the authority should interpret fair assessment after interrupted or cross-border education against this condition: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. Under the relevant public mandate, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Mandate within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-73", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "73", "title": "Minimum service", "anchor": "73-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-73-b001", "type": "PARAGRAPH", "text": "Authorities should define role, training, referral limits, support and replacement. The public purpose of teachers and frontline personnel is the credible provision of the preparation, workload, support and conduct of staff implementing connected arrangements. Where frontline staff can receive added duties without time, competence, supervision or protection, institutional reporting can overstate both reach and protection. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Minimum service within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-73-b002", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. In a credible implementation account, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Minimum service within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-73-b003", "type": "PARAGRAPH", "text": "Public accountability for Minimum service within Part VIII — Teachers and frontline personnel requires a reasoned finding about fair assessment after interrupted or cross-border education: The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body. For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Minimum service within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-74", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "74", "title": "Pathway", "anchor": "74-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-74-b001", "type": "PARAGRAPH", "text": "Authorities should therefore define role, training, referral limits, support and replacement. In teachers and frontline personnel, cross-sector coordination should secure the preparation, workload, support and conduct of staff implementing connected arrangements. The principal risk is that frontline staff can receive added duties without time, competence, supervision or protection. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Pathway within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-74-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Pathway within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-74-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. At the next review decision, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Pathway within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-75", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "75", "title": "Equity", "anchor": "75-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-75-b001", "type": "PARAGRAPH", "text": "The immediate improvement response is to define role, training, referral limits, support and replacement. Equity is material because the preparation, workload, support and conduct of staff implementing connected arrangements cannot be inferred from a memorandum or coordination structure. In this domain, frontline staff can receive added duties without time, competence, supervision or protection. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Equity within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-75-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence. With the affected population in view, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Equity within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-75-b003", "type": "PARAGRAPH", "text": "Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Equity within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-76", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "76", "title": "Capacity", "anchor": "76-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-76-b001", "type": "PARAGRAPH", "text": "The required course is to define role, training, referral limits, support and replacement. The protected public interest in teachers and frontline personnel concerns the preparation, workload, support and conduct of staff implementing connected arrangements. If frontline staff can receive added duties without time, competence, supervision or protection, shared action can produce a gap rather than an integrated response. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Capacity within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-76-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Capacity within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-76-b003", "type": "PARAGRAPH", "text": "Evidence from Capacity within Part VIII — Teachers and frontline personnel bears on fair assessment after interrupted or cross-border education through this institutional requirement: Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body. In the evidence available locally, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Capacity within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-77", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "77", "title": "Evidence", "anchor": "77-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-77-b001", "type": "PARAGRAPH", "text": "Participating bodies should define role, training, referral limits, support and replacement. Planning for teachers and frontline personnel should begin with the preparation, workload, support and conduct of staff implementing connected arrangements. A foreseeable failure arises where frontline staff can receive added duties without time, competence, supervision or protection. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Evidence within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-77-b002", "type": "PARAGRAPH", "text": "For Evidence within Part VIII — Teachers and frontline personnel, a responsible judgement on fair assessment after interrupted or cross-border education should address the following point: Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence. Within the stated service boundary, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Evidence within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-77-b003", "type": "PARAGRAPH", "text": "Viewed through public authority, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Evidence within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-78", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "78", "title": "Protection", "anchor": "78-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-78-b001", "type": "PARAGRAPH", "text": "For operational assurance, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. Teachers and frontline personnel requires explicit improvement control because it concerns the preparation, workload, support and conduct of staff implementing connected arrangements. The risk is that frontline staff can receive added duties without time, competence, supervision or protection. A competent body should define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Protection within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-78-b002", "type": "PARAGRAPH", "text": "Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. In the corresponding local account, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Protection within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-78-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. From the learner-facing perspective, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Protection within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-79", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "79", "title": "Monitoring", "anchor": "79-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-79-b001", "type": "PARAGRAPH", "text": "Authorities should define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded. Under a proportionate review, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. The public purpose of teachers and frontline personnel is the credible provision of the preparation, workload, support and conduct of staff implementing connected arrangements. Where frontline staff can receive added duties without time, competence, supervision or protection, institutional reporting can overstate both reach and protection. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Monitoring within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-79-b002", "type": "PARAGRAPH", "text": "For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit. Any departure should be justified by competence and evidence. For the responsible institution, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Monitoring within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-79-b003", "type": "PARAGRAPH", "text": "A decision concerning Monitoring within Part VIII — Teachers and frontline personnel should connect fair assessment after interrupted or cross-border education to the following evidential premise: The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. At the point of service, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Monitoring within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-80", "partId": "part-iceqc-r-2018-09-viii", "parentId": null, "number": "80", "title": "Review", "anchor": "80-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-80-b001", "type": "PARAGRAPH", "text": "In teachers and frontline personnel, cross-sector coordination should secure the preparation, workload, support and conduct of staff implementing connected arrangements. The principal risk is that frontline staff can receive added duties without time, competence, supervision or protection. Authorities should therefore define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded. In the applicable protection setting, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Review within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-80-b002", "type": "PARAGRAPH", "text": "For a documented correction, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Review within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-80-b003", "type": "PARAGRAPH", "text": "The population addressed in Review within Part VIII — Teachers and frontline personnel tests the adequacy of fair assessment after interrupted or cross-border education in this respect: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. Within an authorised local response, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Review within Part VIII — Teachers and frontline personnel must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-81", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "81", "title": "Improvement proposition", "anchor": "81-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-81-b001", "type": "PARAGRAPH", "text": "Authorities should use purpose limitation, consent, access control and accountable exception. The relevant service is the minimum data needed for coordination and the controls governing collection, access and disclosure. The principal risk is that broad sharing can create harm while excessive restriction prevents necessary service. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Improvement proposition within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-09" ] } ] }, { "id": "sec-iceqc-r-2018-09-82", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "82", "title": "Mandate", "anchor": "82-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-82-b001", "type": "PARAGRAPH", "text": "The protected public interest in information and privacy concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. If broad sharing can create harm while excessive restriction prevents necessary service, shared action can produce a gap rather than an integrated response. The required course is to use purpose limitation, consent, access control and accountable exception. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Mandate within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-82-b002", "type": "PARAGRAPH", "text": "Under mandate, review concerns which body has authority and duty for the decision. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence. Within information and privacy, the principle bears on the service pathway described in this part. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Mandate within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-82-b003", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. Applied to information and privacy, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Mandate within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-83", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "83", "title": "Minimum service", "anchor": "83-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-83-b001", "type": "PARAGRAPH", "text": "Planning for information and privacy should begin with the minimum data needed for coordination and the controls governing collection, access and disclosure. A foreseeable failure arises where broad sharing can create harm while excessive restriction prevents necessary service. Participating bodies should use purpose limitation, consent, access control and accountable exception. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Minimum service within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-83-b002", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. From the standpoint of continuity, Within information and privacy, the principle bears on the service pathway described in this part. The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Minimum service within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-83-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to information and privacy, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Minimum service within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-84", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "84", "title": "Pathway", "anchor": "84-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-84-b001", "type": "PARAGRAPH", "text": "Information and privacy requires explicit improvement control because it concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. The risk is that broad sharing can create harm while excessive restriction prevents necessary service. A competent body should use purpose limitation, consent, access control and accountable exception. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Pathway within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-84-b002", "type": "PARAGRAPH", "text": "It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. Under the relevant public mandate, Within information and privacy, the principle bears on the service pathway described in this part. Review of pathway should determine how a learner moves from identification through response and follow-up. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Pathway within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-84-b003", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. In a credible implementation account, Applied to information and privacy, this requirement has a distinct coordination consequence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Pathway within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-85", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "85", "title": "Equity", "anchor": "85-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-85-b001", "type": "PARAGRAPH", "text": "The public purpose of information and privacy is the credible provision of the minimum data needed for coordination and the controls governing collection, access and disclosure. Where broad sharing can create harm while excessive restriction prevents necessary service, institutional reporting can overstate both reach and protection. Authorities should use purpose limitation, consent, access control and accountable exception. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Equity within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-85-b002", "type": "PARAGRAPH", "text": "For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access. Any departure should be justified by competence and evidence. For institutional follow-through, Within information and privacy, the principle bears on the service pathway described in this part. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Equity within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-85-b003", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. At the next review decision, Within information and privacy, the principle bears on the service pathway described in this part. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Equity within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-86", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "86", "title": "Capacity", "anchor": "86-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-86-b001", "type": "PARAGRAPH", "text": "In information and privacy, cross-sector coordination should secure the minimum data needed for coordination and the controls governing collection, access and disclosure. The principal risk is that broad sharing can create harm while excessive restriction prevents necessary service. Authorities should therefore use purpose limitation, consent, access control and accountable exception. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Capacity within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-86-b002", "type": "PARAGRAPH", "text": "The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. With the affected population in view, Within information and privacy, the principle bears on the service pathway described in this part. The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Capacity within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-86-b003", "type": "PARAGRAPH", "text": "Within Capacity within Part IX — Information and privacy, the authority should interpret fair assessment after interrupted or cross-border education against this condition: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. For a timely administrative response, Within information and privacy, the principle bears on the service pathway described in this part. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Capacity within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-87", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "87", "title": "Evidence", "anchor": "87-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-87-b001", "type": "PARAGRAPH", "text": "Evidence is material because the minimum data needed for coordination and the controls governing collection, access and disclosure cannot be inferred from a memorandum or coordination structure. In this domain, broad sharing can create harm while excessive restriction prevents necessary service. The immediate improvement response is to use purpose limitation, consent, access control and accountable exception. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Evidence within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-87-b002", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. In the evidence available locally, Within information and privacy, the principle bears on the service pathway described in this part. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Evidence within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-87-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, Within information and privacy, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Evidence within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-88", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "88", "title": "Protection", "anchor": "88-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-88-b001", "type": "PARAGRAPH", "text": "The required course is to use purpose limitation, consent, access control and accountable exception. The implication for referral and correction should be recorded. Viewed through public authority, Applied to information and privacy, this requirement has a distinct coordination consequence. The protected public interest in information and privacy concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. If broad sharing can create harm while excessive restriction prevents necessary service, shared action can produce a gap rather than an integrated response. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Protection within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-88-b002", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. For operational assurance, Within information and privacy, the principle bears on the service pathway described in this part. Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Protection within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-88-b003", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. In the corresponding local account, Within information and privacy, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Protection within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-89", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "89", "title": "Monitoring", "anchor": "89-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-89-b001", "type": "PARAGRAPH", "text": "Planning for information and privacy should begin with the minimum data needed for coordination and the controls governing collection, access and disclosure. A foreseeable failure arises where broad sharing can create harm while excessive restriction prevents necessary service. Participating bodies should use purpose limitation, consent, access control and accountable exception. The implication for referral and correction should be recorded. From the learner-facing perspective, Applied to information and privacy, this requirement has a distinct coordination consequence. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Monitoring within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-89-b002", "type": "PARAGRAPH", "text": "Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence. Under a proportionate review, Within information and privacy, the principle bears on the service pathway described in this part. The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Monitoring within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-89-b003", "type": "PARAGRAPH", "text": "Public accountability for Monitoring within Part IX — Information and privacy requires a reasoned finding about fair assessment after interrupted or cross-border education: A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. For the responsible institution, Within information and privacy, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Monitoring within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-90", "partId": "part-iceqc-r-2018-09-ix", "parentId": null, "number": "90", "title": "Review", "anchor": "90-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-90-b001", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. At the point of service, Applied to information and privacy, this requirement has a distinct coordination consequence. Information and privacy requires explicit improvement control because it concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. The risk is that broad sharing can create harm while excessive restriction prevents necessary service. A competent body should use purpose limitation, consent, access control and accountable exception. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Review within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-90-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, Within information and privacy, the principle bears on the service pathway described in this part. Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Review within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-90-b003", "type": "PARAGRAPH", "text": "Equity analysis in Review within Part IX — Information and privacy qualifies any conclusion about fair assessment after interrupted or cross-border education: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. For a documented correction, Within information and privacy, the principle bears on the service pathway described in this part. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Review within Part IX — Information and privacy must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-91", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "91", "title": "Improvement proposition", "anchor": "91-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-91-b001", "type": "PARAGRAPH", "text": "The relevant service is the resources and recurrent commitments required across participating bodies. The principal risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. Authorities should cost each function, dependency, transition and learner burden. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Improvement proposition within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-10" ] } ] }, { "id": "sec-iceqc-r-2018-09-92", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "92", "title": "Mandate", "anchor": "92-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-92-b001", "type": "PARAGRAPH", "text": "The principal risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. Authorities should therefore cost each function, dependency, transition and learner burden. In finance and service capacity, cross-sector coordination should secure the resources and recurrent commitments required across participating bodies. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Mandate within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-92-b002", "type": "PARAGRAPH", "text": "The educational consequence in Mandate within Part X — Finance and service capacity gives practical meaning to fair assessment after interrupted or cross-border education: Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The mandate test asks which body has authority and duty for the decision. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Mandate within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-92-b003", "type": "PARAGRAPH", "text": "Equity analysis in Mandate within Part X — Finance and service capacity qualifies any conclusion about fair assessment after interrupted or cross-border education: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body. Within an authorised local response, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Mandate within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-93", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "93", "title": "Minimum service", "anchor": "93-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-93-b001", "type": "PARAGRAPH", "text": "In this domain, joint plans can rely on unfunded services or temporary projects with no receiving capacity. The immediate improvement response is to cost each function, dependency, transition and learner burden. Minimum service is material because the resources and recurrent commitments required across participating bodies cannot be inferred from a memorandum or coordination structure. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Minimum service within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-93-b002", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. From the standpoint of continuity, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Minimum service within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-93-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Minimum service within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-94", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "94", "title": "Pathway", "anchor": "94-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-94-b001", "type": "PARAGRAPH", "text": "If joint plans can rely on unfunded services or temporary projects with no receiving capacity, shared action can produce a gap rather than an integrated response. The required course is to cost each function, dependency, transition and learner burden. The protected public interest in finance and service capacity concerns the resources and recurrent commitments required across participating bodies. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Pathway within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-94-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Pathway within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-94-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Pathway within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-95", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "95", "title": "Equity", "anchor": "95-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-95-b001", "type": "PARAGRAPH", "text": "A foreseeable failure arises where joint plans can rely on unfunded services or temporary projects with no receiving capacity. Participating bodies should cost each function, dependency, transition and learner burden. Planning for finance and service capacity should begin with the resources and recurrent commitments required across participating bodies. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Equity within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-95-b002", "type": "PARAGRAPH", "text": "Evidence from Equity within Part X — Finance and service capacity bears on fair assessment after interrupted or cross-border education through this institutional requirement: Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body. For institutional follow-through, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Equity within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-95-b003", "type": "PARAGRAPH", "text": "A decision concerning Equity within Part X — Finance and service capacity should connect fair assessment after interrupted or cross-border education to the following evidential premise: A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. At the next review decision, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Equity within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-96", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "96", "title": "Capacity", "anchor": "96-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-96-b001", "type": "PARAGRAPH", "text": "The risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. A competent body should cost each function, dependency, transition and learner burden. Finance and service capacity requires explicit improvement control because it concerns the resources and recurrent commitments required across participating bodies. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Capacity within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-96-b002", "type": "PARAGRAPH", "text": "Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body. With the affected population in view, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Capacity within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-96-b003", "type": "PARAGRAPH", "text": "The responsible body for Capacity within Part X — Finance and service capacity must state how fair assessment after interrupted or cross-border education resolves this question: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body. For a timely administrative response, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Capacity within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-97", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "97", "title": "Evidence", "anchor": "97-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-97-b001", "type": "PARAGRAPH", "text": "Where joint plans can rely on unfunded services or temporary projects with no receiving capacity, institutional reporting can overstate both reach and protection. Authorities should cost each function, dependency, transition and learner burden. The public purpose of finance and service capacity is the credible provision of the resources and recurrent commitments required across participating bodies. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Evidence within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-97-b002", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. In the evidence available locally, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Evidence within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-97-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Evidence within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-98", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "98", "title": "Protection", "anchor": "98-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-98-b001", "type": "PARAGRAPH", "text": "In finance and service capacity, cross-sector coordination should secure the resources and recurrent commitments required across participating bodies. The principal risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. Authorities should therefore cost each function, dependency, transition and learner burden. The implication for referral and correction should be recorded. Applied to finance and service capacity, this requirement has a distinct coordination consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Protection within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-98-b002", "type": "PARAGRAPH", "text": "Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. Viewed through public authority, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The protection test asks which safety, privacy and professional boundaries govern action. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Protection within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-98-b003", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. For operational assurance, Applied to finance and service capacity, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Protection within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-99", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "99", "title": "Monitoring", "anchor": "99-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-99-b001", "type": "PARAGRAPH", "text": "In this domain, joint plans can rely on unfunded services or temporary projects with no receiving capacity. The immediate improvement response is to cost each function, dependency, transition and learner burden. Monitoring is material because the resources and recurrent commitments required across participating bodies cannot be inferred from a memorandum or coordination structure. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Monitoring within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-99-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body. In the corresponding local account, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Monitoring within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-99-b003", "type": "PARAGRAPH", "text": "Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. From the learner-facing perspective, Applied to finance and service capacity, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Monitoring within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-100", "partId": "part-iceqc-r-2018-09-x", "parentId": null, "number": "100", "title": "Review", "anchor": "100-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-100-b001", "type": "PARAGRAPH", "text": "If joint plans can rely on unfunded services or temporary projects with no receiving capacity, shared action can produce a gap rather than an integrated response. The required course is to cost each function, dependency, transition and learner burden. The implication for referral and correction should be recorded. Under a proportionate review, Applied to finance and service capacity, this requirement has a distinct coordination consequence. The protected public interest in finance and service capacity concerns the resources and recurrent commitments required across participating bodies. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Review within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-100-b002", "type": "PARAGRAPH", "text": "Evidence from Review within Part X — Finance and service capacity bears on fair assessment after interrupted or cross-border education through this institutional requirement: Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body. For the responsible institution, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Review within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-100-b003", "type": "PARAGRAPH", "text": "At the point of service, Applied to finance and service capacity, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Review within Part X — Finance and service capacity must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-101", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "101", "title": "Improvement proposition", "anchor": "101-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-101-b001", "type": "PARAGRAPH", "text": "The principal risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. Authorities should provide languages, formats, safe feedback and reasons. The relevant service is the involvement and information needed for learners, families, staff and communities to use services. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Improvement proposition within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-11" ] } ] }, { "id": "sec-iceqc-r-2018-09-102", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "102", "title": "Mandate", "anchor": "102-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-102-b001", "type": "PARAGRAPH", "text": "A competent body should provide languages, formats, safe feedback and reasons. Participation and communication requires explicit improvement control because it concerns the involvement and information needed for learners, families, staff and communities to use services. The risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Mandate within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-102-b002", "type": "PARAGRAPH", "text": "It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body. For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. Review of mandate should determine which body has authority and duty for the decision. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Mandate within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-102-b003", "type": "PARAGRAPH", "text": "Comparability in Mandate within Part XI — Participation and communication depends on an explicit judgement concerning fair assessment after interrupted or cross-border education: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. Applied to participation and communication, this requirement has a distinct coordination consequence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Mandate within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-103", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "103", "title": "Minimum service", "anchor": "103-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-103-b001", "type": "PARAGRAPH", "text": "Authorities should provide languages, formats, safe feedback and reasons. The public purpose of participation and communication is the credible provision of the involvement and information needed for learners, families, staff and communities to use services. Where technical coordination can proceed without accessible information or meaningful affected-person evidence, institutional reporting can overstate both reach and protection. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Minimum service within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-103-b002", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. In the applicable protection setting, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Minimum service within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-103-b003", "type": "PARAGRAPH", "text": "The population addressed in Minimum service within Part XI — Participation and communication tests the adequacy of fair assessment after interrupted or cross-border education in this respect: The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. For a documented correction, Applied to participation and communication, this requirement has a distinct coordination consequence. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Minimum service within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-104", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "104", "title": "Pathway", "anchor": "104-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-104-b001", "type": "PARAGRAPH", "text": "Authorities should therefore provide languages, formats, safe feedback and reasons. In participation and communication, cross-sector coordination should secure the involvement and information needed for learners, families, staff and communities to use services. The principal risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Pathway within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-104-b002", "type": "PARAGRAPH", "text": "Within an authorised local response, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Pathway within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-104-b003", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. Within participation and communication, the principle bears on the service pathway described in this part. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Pathway within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-105", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "105", "title": "Equity", "anchor": "105-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-105-b001", "type": "PARAGRAPH", "text": "The immediate improvement response is to provide languages, formats, safe feedback and reasons. Equity is material because the involvement and information needed for learners, families, staff and communities to use services cannot be inferred from a memorandum or coordination structure. In this domain, technical coordination can proceed without accessible information or meaningful affected-person evidence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Equity within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-105-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body. From the standpoint of continuity, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Equity within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-105-b003", "type": "PARAGRAPH", "text": "Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. For an equitable service judgement, Within participation and communication, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Equity within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-106", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "106", "title": "Capacity", "anchor": "106-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-106-b001", "type": "PARAGRAPH", "text": "The required course is to provide languages, formats, safe feedback and reasons. The protected public interest in participation and communication concerns the involvement and information needed for learners, families, staff and communities to use services. If technical coordination can proceed without accessible information or meaningful affected-person evidence, shared action can produce a gap rather than an integrated response. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Capacity within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-106-b002", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. Under the relevant public mandate, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Capacity within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-106-b003", "type": "PARAGRAPH", "text": "The educational consequence in Capacity within Part XI — Participation and communication gives practical meaning to fair assessment after interrupted or cross-border education: Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. In a credible implementation account, Within participation and communication, the principle bears on the service pathway described in this part. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Capacity within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-107", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "107", "title": "Evidence", "anchor": "107-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-107-b001", "type": "PARAGRAPH", "text": "Participating bodies should provide languages, formats, safe feedback and reasons. Planning for participation and communication should begin with the involvement and information needed for learners, families, staff and communities to use services. A foreseeable failure arises where technical coordination can proceed without accessible information or meaningful affected-person evidence. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Evidence within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-107-b002", "type": "PARAGRAPH", "text": "Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body. For institutional follow-through, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. The evidence standard requires consideration of which dated record demonstrates operation and limitation. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Evidence within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-107-b003", "type": "PARAGRAPH", "text": "At the next review decision, Applied to participation and communication, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Evidence within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-108", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "108", "title": "Protection", "anchor": "108-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-108-b001", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. With the affected population in view, Applied to participation and communication, this requirement has a distinct coordination consequence. Participation and communication requires explicit improvement control because it concerns the involvement and information needed for learners, families, staff and communities to use services. The risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. A competent body should provide languages, formats, safe feedback and reasons. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Protection within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-108-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Protection within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-108-b003", "type": "PARAGRAPH", "text": "Any departure should be justified by competence and evidence. In the evidence available locally, Within participation and communication, the principle bears on the service pathway described in this part. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Protection within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-109", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "109", "title": "Monitoring", "anchor": "109-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-109-b001", "type": "PARAGRAPH", "text": "Where technical coordination can proceed without accessible information or meaningful affected-person evidence, institutional reporting can overstate both reach and protection. Authorities should provide languages, formats, safe feedback and reasons. The implication for referral and correction should be recorded. Within the stated service boundary, Applied to participation and communication, this requirement has a distinct coordination consequence. The public purpose of participation and communication is the credible provision of the involvement and information needed for learners, families, staff and communities to use services. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Monitoring within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-109-b002", "type": "PARAGRAPH", "text": "For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit. The conclusion should retain the material limitation and responsible body. Viewed through public authority, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Monitoring within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-109-b003", "type": "PARAGRAPH", "text": "Within Monitoring within Part XI — Participation and communication, the authority should interpret fair assessment after interrupted or cross-border education against this condition: The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence. For operational assurance, Within participation and communication, the principle bears on the service pathway described in this part. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Monitoring within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-110", "partId": "part-iceqc-r-2018-09-xi", "parentId": null, "number": "110", "title": "Review", "anchor": "110-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-110-b001", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to participation and communication, this requirement has a distinct coordination consequence. In participation and communication, cross-sector coordination should secure the involvement and information needed for learners, families, staff and communities to use services. The principal risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. Authorities should therefore provide languages, formats, safe feedback and reasons. The implication for referral and correction should be recorded. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Review within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-110-b002", "type": "PARAGRAPH", "text": "From the learner-facing perspective, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Review within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-110-b003", "type": "PARAGRAPH", "text": "The responsible body for Review within Part XI — Participation and communication must state how fair assessment after interrupted or cross-border education resolves this question: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body. Under a proportionate review, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Review within Part XI — Participation and communication must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-111", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "111", "title": "Improvement proposition", "anchor": "111-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-111-b001", "type": "PARAGRAPH", "text": "Authorities should prepare alternatives, test pathways, track unmet need and revise responsibilities. The relevant service is the operation, monitoring and correction of coordination during disruption and recovery. The principal risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Improvement proposition within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [ "REF-12" ] } ] }, { "id": "sec-iceqc-r-2018-09-112", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "112", "title": "Mandate", "anchor": "112-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-112-b001", "type": "PARAGRAPH", "text": "The protected public interest in continuity, emergency and improvement concerns the operation, monitoring and correction of coordination during disruption and recovery. If arrangements can fail when ordinary contacts, sites or services are unavailable, shared action can produce a gap rather than an integrated response. The required course is to prepare alternatives, test pathways, track unmet need and revise responsibilities. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Mandate within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-112-b002", "type": "PARAGRAPH", "text": "For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Under mandate, review concerns which body has authority and duty for the decision. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Mandate within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-112-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. For the responsible institution, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Mandate within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-113", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "113", "title": "Minimum service", "anchor": "113-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-113-b001", "type": "PARAGRAPH", "text": "Planning for continuity, emergency and improvement should begin with the operation, monitoring and correction of coordination during disruption and recovery. A foreseeable failure arises where arrangements can fail when ordinary contacts, sites or services are unavailable. Participating bodies should prepare alternatives, test pathways, track unmet need and revise responsibilities. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Minimum service within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-113-b002", "type": "PARAGRAPH", "text": "The educational consequence in Minimum service within Part XII — Continuity, emergency and improvement gives practical meaning to fair assessment after interrupted or cross-border education: Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body. At the point of service, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Minimum service within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-113-b003", "type": "PARAGRAPH", "text": "Within continuity, emergency and improvement, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Minimum service within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-114", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "114", "title": "Pathway", "anchor": "114-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-114-b001", "type": "PARAGRAPH", "text": "Continuity, emergency and improvement requires explicit improvement control because it concerns the operation, monitoring and correction of coordination during disruption and recovery. The risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. A competent body should prepare alternatives, test pathways, track unmet need and revise responsibilities. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Pathway within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-114-b002", "type": "PARAGRAPH", "text": "Review of pathway should determine how a learner moves from identification through response and follow-up. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body. In the applicable protection setting, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Pathway within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-114-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. For a documented correction, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Pathway within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-115", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "115", "title": "Equity", "anchor": "115-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-115-b001", "type": "PARAGRAPH", "text": "The public purpose of continuity, emergency and improvement is the credible provision of the operation, monitoring and correction of coordination during disruption and recovery. Where arrangements can fail when ordinary contacts, sites or services are unavailable, institutional reporting can overstate both reach and protection. Authorities should prepare alternatives, test pathways, track unmet need and revise responsibilities. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Equity within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-115-b002", "type": "PARAGRAPH", "text": "For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access. The conclusion should retain the material limitation and responsible body. Within an authorised local response, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Equity within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-115-b003", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. From the standpoint of continuity, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Equity within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-116", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "116", "title": "Capacity", "anchor": "116-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-116-b001", "type": "PARAGRAPH", "text": "In continuity, emergency and improvement, cross-sector coordination should secure the operation, monitoring and correction of coordination during disruption and recovery. The principal risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. Authorities should therefore prepare alternatives, test pathways, track unmet need and revise responsibilities. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Capacity within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-116-b002", "type": "PARAGRAPH", "text": "The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. For an equitable service judgement, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Capacity within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-116-b003", "type": "PARAGRAPH", "text": "Comparability in Capacity within Part XII — Continuity, emergency and improvement depends on an explicit judgement concerning fair assessment after interrupted or cross-border education: Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Capacity within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-117", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "117", "title": "Evidence", "anchor": "117-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-117-b001", "type": "PARAGRAPH", "text": "Evidence is material because the operation, monitoring and correction of coordination during disruption and recovery cannot be inferred from a memorandum or coordination structure. In this domain, arrangements can fail when ordinary contacts, sites or services are unavailable. The immediate improvement response is to prepare alternatives, test pathways, track unmet need and revise responsibilities. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Evidence within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-117-b002", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. Under the relevant public mandate, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Evidence within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-117-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Evidence within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-118", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "118", "title": "Protection", "anchor": "118-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-118-b001", "type": "PARAGRAPH", "text": "If arrangements can fail when ordinary contacts, sites or services are unavailable, shared action can produce a gap rather than an integrated response. The required course is to prepare alternatives, test pathways, track unmet need and revise responsibilities. The implication for referral and correction should be recorded. For institutional follow-through, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. The protected public interest in continuity, emergency and improvement concerns the operation, monitoring and correction of coordination during disruption and recovery. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Protection within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-118-b002", "type": "PARAGRAPH", "text": "The educational consequence in Protection within Part XII — Continuity, emergency and improvement gives practical meaning to fair assessment after interrupted or cross-border education: Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body. At the next review decision, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, Protection within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-118-b003", "type": "PARAGRAPH", "text": "The implication for referral and correction should be recorded. With the affected population in view, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Protection within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-119", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "119", "title": "Monitoring", "anchor": "119-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-119-b001", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. Planning for continuity, emergency and improvement should begin with the operation, monitoring and correction of coordination during disruption and recovery. A foreseeable failure arises where arrangements can fail when ordinary contacts, sites or services are unavailable. Participating bodies should prepare alternatives, test pathways, track unmet need and revise responsibilities. The implication for referral and correction should be recorded. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Monitoring within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-119-b002", "type": "PARAGRAPH", "text": "The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body. In the evidence available locally, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The comparison remains valid only where classification, timing and participation are made explicit. For fair assessment after interrupted or cross-border education, Monitoring within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-119-b003", "type": "PARAGRAPH", "text": "The population addressed in Monitoring within Part XII — Continuity, emergency and improvement tests the adequacy of fair assessment after interrupted or cross-border education in this respect: A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. Within the stated service boundary, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. The finding should be read alongside the educational entitlement and the conditions needed to realise it. For fair assessment after interrupted or cross-border education, Monitoring within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-120", "partId": "part-iceqc-r-2018-09-xii", "parentId": null, "number": "120", "title": "Review", "anchor": "120-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-120-b001", "type": "PARAGRAPH", "text": "A competent body should prepare alternatives, test pathways, track unmet need and revise responsibilities. The implication for referral and correction should be recorded. Viewed through public authority, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. Continuity, emergency and improvement requires explicit improvement control because it concerns the operation, monitoring and correction of coordination during disruption and recovery. The risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. The authority should distinguish observed association from explanation and attributed effect. For fair assessment after interrupted or cross-border education, Review within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-120-b002", "type": "PARAGRAPH", "text": "The conclusion should retain the material limitation and responsible body. For operational assurance, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. The resulting judgement should identify both the evidential limitation and the available remedy. For fair assessment after interrupted or cross-border education, Review within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2018-09-120-b003", "type": "PARAGRAPH", "text": "Learner protection in Review within Part XII — Continuity, emergency and improvement makes the following aspect of fair assessment after interrupted or cross-border education material: Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. In the corresponding local account, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. The institutional consequence is a documented decision with a responsible body and review point. For fair assessment after interrupted or cross-border education, Review within Part XII — Continuity, emergency and improvement must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-121", "partId": "part-iceqc-r-2018-09-xiii", "parentId": null, "number": "121", "title": "A complete pathway", "anchor": "121-a-complete-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-121-b001", "type": "PARAGRAPH", "text": "Every coordination pathway should identify authority, learner population, trigger, consent, receiving service, handover, receipt, follow-up, interim protection and review. It should remain usable during disruption. The public account should therefore preserve the population base and the limit of inference. For fair assessment after interrupted or cross-border education, A complete pathway within Part XIII — Conclusions must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-122", "partId": "part-iceqc-r-2018-09-xiii", "parentId": null, "number": "122", "title": "Evidence for improvement", "anchor": "122-evidence-for-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-122-b001", "type": "PARAGRAPH", "text": "Delay, refusal, inaccessible procedure and unmet need should lead to assigned correction. Public bodies should examine whether services were received and whether education participation was protected. The equity consequence is to identify learners absent from the observed distribution. For fair assessment after interrupted or cross-border education, Evidence for improvement within Part XIII — Conclusions must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2018-09-123", "partId": "part-iceqc-r-2018-09-xiii", "parentId": null, "number": "123", "title": "Final conclusion", "anchor": "123-final-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2018-09-123-b001", "type": "PARAGRAPH", "text": "Cross-sector coordination improves education where it makes services more timely, accessible and accountable. Shared action should strengthen rather than diffuse responsibility and should remain answerable to the learner and the public interest. The operational consequence is to connect the finding to resources, professional action and follow-up. For fair assessment after interrupted or cross-border education, Final conclusion within Part XIII — Conclusions must establish whether assessment enables placement, support and recognised progression.", "citationIds": [] } ] } ], "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": "GLOBAL_MONITORING_REPORT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000186606", "evidenceRole": "Principal contemporaneous analysis of intersecting disadvantage and education marginalisation." }, { "id": "REF-02", "authoringBody": "UNESCO Institute for Statistics", "title": "Global Education Digest 2010: Comparing Education Statistics Across the World", "year": 2010, "publicationDate": "2010-09-20", "sourceType": "OFFICIAL_STATISTICAL_REPORT", "url": "https://uis.unesco.org/sites/default/files/documents/global-education-digest-2010-comparing-education-statistics-across-the-world-en.pdf", "evidenceRole": "Comparative education statistics, definitions and limitations." }, { "id": "REF-03", "authoringBody": "UNESCO Institute for Statistics", "title": "Education Indicators: Technical Guidelines", "year": 2009, "publicationDate": "2009-11-01", "sourceType": "OFFICIAL_STATISTICAL_GUIDANCE", "url": "https://uis.unesco.org/sites/default/files/documents/education-indicators-technical-guidelines-en_0.pdf", "evidenceRole": "Definitions and interpretation of participation, progression, completion and resource indicators." }, { "id": "REF-04", "authoringBody": "United Nations", "title": "The Millennium Development Goals Report 2010", "year": 2010, "publicationDate": "2010-06-23", "sourceType": "GLOBAL_MONITORING_REPORT", "url": "https://www.un.org/millenniumgoals/pdf/MDG%20Report%202010%20En%20r15%20-low%20res%2020100615%20-.pdf", "evidenceRole": "Global and regional monitoring of primary education, gender, poverty and related development conditions." }, { "id": "REF-05", "authoringBody": "United Nations Development Programme", "title": "Human Development Report 2010: The Real Wealth of Nations — Pathways to Human Development", "year": 2010, "publicationDate": "2010-11-04", "sourceType": "GLOBAL_DEVELOPMENT_REPORT", "url": "https://hdr.undp.org/content/human-development-report-2010", "evidenceRole": "Distribution-sensitive human development concepts and evidence available before the cut-off." }, { "id": "REF-06", "authoringBody": "UNICEF", "title": "Progress for Children: Achieving the MDGs with Equity, Number 9", "year": 2010, "publicationDate": "2010-09-07", "sourceType": "GLOBAL_CHILDREN_MONITORING_REPORT", "url": "https://www.unicef.org/reports/progress-children-no-9", "evidenceRole": "Equity-focused child indicators and comparison between population groups." }, { "id": "REF-07", "authoringBody": "World Education Forum", "title": "The Dakar Framework for Action: Education for All — Meeting Our Collective Commitments", "year": 2000, "publicationDate": "2000-04-28", "sourceType": "GLOBAL_ACTION_FRAMEWORK", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000121147", "evidenceRole": "Commitments to equitable access, quality, measurable outcomes and accountable national planning." }, { "id": "REF-08", "authoringBody": "United Nations General Assembly", "title": "Convention on the Rights of the Child", "year": 1989, "publicationDate": "1989-11-20", "sourceType": "INTERNATIONAL_CONVENTION", "url": "https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child", "evidenceRole": "Rights concerning non-discrimination, identity, education and development." }, { "id": "REF-09", "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": "TREATY_BODY_GENERAL_COMMENT", "url": "https://www.refworld.org/legal/general/cescr/1999/en/37937", "evidenceRole": "Interpretation of availability, accessibility, acceptability and adaptability." }, { "id": "REF-10", "authoringBody": "United Nations General Assembly", "title": "Convention on the Rights of Persons with Disabilities", "year": 2006, "publicationDate": "2006-12-13", "sourceType": "INTERNATIONAL_CONVENTION", "url": "https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities", "evidenceRole": "Non-discrimination, accessibility, inclusive education and disability data safeguards." }, { "id": "REF-11", "authoringBody": "United Nations", "title": "Guiding Principles on Internal Displacement", "year": 1998, "publicationDate": "1998-02-11", "sourceType": "UNITED_NATIONS_GUIDING_PRINCIPLES", "url": "https://www.ohchr.org/en/special-procedures/sr-internally-displaced-persons/international-standards", "evidenceRole": "Principles relevant to protection, documentation, education and non-discrimination of displaced persons." }, { "id": "REF-12", "authoringBody": "UNESCO and UNICEF", "title": "A Human Rights-Based Approach to Education for All", "year": 2007, "publicationDate": "2007-01-01", "sourceType": "INTERAGENCY_POLICY_FRAMEWORK", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000154861", "evidenceRole": "Rights-based planning, equality, participation, accountability and education quality." }, { "id": "REF-13", "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": "GLOBAL_MONITORING_REPORT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000177683", "evidenceRole": "Governance, finance and unequal educational opportunity." }, { "id": "REF-14", "authoringBody": "World Bank", "title": "World Development Report 2006: Equity and Development", "year": 2005, "publicationDate": "2005-09-01", "sourceType": "GLOBAL_DEVELOPMENT_REPORT", "url": "https://documents.worldbank.org/curated/en/435331468127174418/pdf/322040World0Development0Report02006.pdf", "evidenceRole": "Concepts of unequal opportunity, institutions and equitable public action." }, { "id": "REF-15", "authoringBody": "World Bank", "title": "Safeguarding Education During Economic Crisis", "year": 2009, "publicationDate": "2009-04-01", "sourceType": "CRISIS_POLICY_NOTE", "url": "https://documents1.worldbank.org/curated/en/489131468340200911/pdf/485120WP0Avert10Box338912B01PUBLIC1.pdf", "evidenceRole": "Risks to budgets, households, participation and long-term human development during economic crisis." }, { "id": "REF-16", "authoringBody": "Organisation for Economic Co-operation and Development", "title": "Education at a Glance 2010: OECD Indicators", "year": 2010, "publicationDate": "2010-09-07", "sourceType": "COMPARATIVE_INDICATOR_REPORT", "url": "https://doi.org/10.1787/eag-2010-en", "evidenceRole": "Comparative participation, progression, expenditure and outcomes evidence with system-level metadata." }, { "id": "REF-17", "authoringBody": "European Commission", "title": "Europe 2020: A Strategy for Smart, Sustainable and Inclusive Growth", "year": 2010, "publicationDate": "2010-03-03", "sourceType": "COMMISSION_COMMUNICATION", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52010DC2020", "evidenceRole": "Contemporaneous European policy context for education, inclusion, employment and headline indicators." }, { "id": "REF-18", "authoringBody": "European Commission", "title": "Youth on the Move: An Initiative to Unleash the Potential of Young People to Achieve Smart, Sustainable and Inclusive Growth in the European Union", "year": 2010, "publicationDate": "2010-09-15", "sourceType": "COMMISSION_COMMUNICATION", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52010DC0477", "evidenceRole": "European education, mobility, attainment and youth inclusion policy context." }, { "id": "REF-19", "authoringBody": "European Commission", "title": "A Renewed Commitment to Social Europe: Reinforcing the Open Method of Coordination for Social Protection and Social Inclusion", "year": 2008, "publicationDate": "2008-07-02", "sourceType": "COMMISSION_COMMUNICATION", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52008DC0418", "evidenceRole": "Social inclusion monitoring, common objectives and context-sensitive indicators." }, { "id": "REF-20", "authoringBody": "United Nations General Assembly", "title": "Resolution 64/250: Assistance to Haiti in the Aftermath of the Recent Earthquake", "year": 2010, "publicationDate": "2010-01-22", "sourceType": "UNITED_NATIONS_RESOLUTION", "url": "https://undocs.org/A/RES/64/250", "evidenceRole": "Contemporaneous recognition of humanitarian and reconstruction needs and national leadership." }, { "id": "REF-21", "authoringBody": "United Nations Office for the Coordination of Humanitarian Affairs", "title": "Haiti Revised Humanitarian Appeal", "year": 2010, "publicationDate": "2010-02-18", "sourceType": "HUMANITARIAN_APPEAL", "url": "https://reliefweb.int/report/haiti/haiti-revised-humanitarian-appeal-2010", "evidenceRole": "Displacement, service disruption and humanitarian education context." }, { "id": "REF-22", "authoringBody": "European Commission", "title": "European Union Response to the Earthquake in Haiti", "year": 2010, "publicationDate": "2010-02-10", "sourceType": "COMMISSION_COMMUNICATION", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52010DC0056", "evidenceRole": "European humanitarian and recovery support, coordination and Haitian ownership." }, { "id": "REF-23", "authoringBody": "United Nations Economic and Social Council", "title": "Principles and Recommendations for Population and Housing Censuses, Revision 2", "year": 2008, "publicationDate": "2008-01-01", "sourceType": "OFFICIAL_STATISTICAL_STANDARD", "url": "https://unstats.un.org/unsd/demographic-social/Standards-and-Methods/files/Principles_and_Recommendations/Population-and-Housing-Censuses/Series_M67Rev2-E.pdf", "evidenceRole": "Official principles for population coverage, definitions, classifications and data quality." }, { "id": "REF-24", "authoringBody": "United Nations Statistics Division", "title": "Designing Household Survey Samples: Practical Guidelines", "year": 2005, "publicationDate": "2005-01-01", "sourceType": "OFFICIAL_STATISTICAL_GUIDANCE", "url": "https://unstats.un.org/unsd/demographic/sources/surveys/Handbook23June05.pdf", "evidenceRole": "Sample design, estimation, precision and non-response guidance." }, { "id": "REF-25", "authoringBody": "World Education Forum 2015", "title": "Incheon Declaration: Education 2030 — Towards Inclusive and Equitable Quality Education and Lifelong Learning for All", "year": 2015, "publicationDate": "2015-05-21", "sourceType": "GLOBAL_EDUCATION_DECLARATION", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000233137", "evidenceRole": "Education commitments adopted at Incheon and their contemporaneous institutional status." }, { "id": "REF-26", "authoringBody": "United Nations General Assembly", "title": "Addis Ababa Action Agenda of the Third International Conference on Financing for Development", "year": 2015, "publicationDate": "2015-07-27", "sourceType": "UNITED_NATIONS_RESOLUTION", "url": "https://undocs.org/A/RES/69/313", "evidenceRole": "Adopted global financing framework and relevant principles for domestic public finance and international cooperation." }, { "id": "REF-27", "authoringBody": "United Nations General Assembly", "title": "Transforming Our World: The 2030 Agenda for Sustainable Development", "year": 2015, "publicationDate": "2015-09-25", "sourceType": "UNITED_NATIONS_RESOLUTION", "url": "https://undocs.org/A/RES/70/1", "evidenceRole": "Agenda adopted on 25 September 2015, including Goal 4 and its education targets, as available at the evidence cut-off." }, { "id": "REF-28", "authoringBody": "UNESCO", "title": "Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4", "year": 2015, "publicationDate": "2015-11-04", "sourceType": "GLOBAL_EDUCATION_FRAMEWORK_FOR_ACTION", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000245656", "evidenceRole": "Framework for Action available before the cut-off and relevant to institutional planning, coordination, equity and review." }, { "id": "REF-29", "authoringBody": "United Nations Secretary-General", "title": "One Humanity: Shared Responsibility — Report of the Secretary-General for the World Humanitarian Summit", "year": 2016, "publicationDate": "2016-02-02", "documentSymbol": "A/70/709", "sourceType": "UNITED_NATIONS_REPORT", "url": "https://docs.un.org/A/70/709", "evidenceRole": "Secretary-General’s pre-Summit Agenda for Humanity and proposals for humanitarian 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