{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2023-10", "slug": "global-education-quality-annual-report-2023-technology-recognition-rights-governance", "documentNumber": "ICEQC-R-2023-10", "title": "Global Education Quality Annual Report 2023: Technology, Recognition and Rights-Based Governance", "subtitle": "Integrated annual monitoring of evidence, institutional decisions, mobility, learning and public responsibility", "family": "RESEARCH", "reportType": "ANNUAL_WHITE_PAPER", "researchCategory": "INTEGRATED_ANNUAL_MONITORING_ACROSS_THE_FOUR_APPROVED_RESEARCH_DOMAINS", "reportArchetype": "ANNUAL_INTEGRATED_MONITORING", "geographicScope": "Global with regional differentiation", "ownerBody": "ICEQC Research and Policy Directorate", "publisher": "International Council for Education Quality Certification (ICEQC)", "publicIdentity": "ICEQC_ONLY" }, "version": { "id": "ver-iceqc-r-2023-10-en-2023-11-26", "edition": "2023", "versionLabel": "Published 2023-11-26", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2023-11-26", "evidenceCutoffDate": "2023-11-26", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "The 2023 annual education-quality account links technology, recognition and rights-based governance through one institutional question: which public or authorised body is responsible for the decision, evidence, protection and correction? Technology can support teaching and administration, but its presence does not establish educational value. Recognition can support mobility, but entry into force of an international convention does not establish national readiness. Comparative learning evidence can inform policy, but a common score does not remove differences in population, opportunity and uncertainty." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2023-10", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 74000, "suggestedTechnicalAnnexWords": 0, "suggestedTotalWords": 74000, "actualMainTextWords": 128631, "actualTechnicalAnnexWords": 0, "actualTotalWords": 128631 }, "frontMatter": { "executiveSummary": [ "The 2023 annual education-quality account links technology, recognition and rights-based governance through one institutional question: which public or authorised body is responsible for the decision, evidence, protection and correction? Technology can support teaching and administration, but its presence does not establish educational value. Recognition can support mobility, but entry into force of an international convention does not establish national readiness. Comparative learning evidence can inform policy, but a common score does not remove differences in population, opportunity and uncertainty.", "The 2023 Global Education Monitoring Report on technology is within the annual cutoff. It reinforces the need to examine access, evidence, governance, cost and the terms on which technology enters education. Institutions should begin with an educational purpose, consider alternatives, test equity and capacity, protect data, and retain an exit route. Usage and procurement are intermediate states, not educational results.", "Pilots are useful where they answer a bounded decision question. The record should state population, duration, comparison, exceptional support, cost, privacy, accessibility, evidence and decision date. A pilot should lead to continue, adapt, extend, stop or further enquiry. Indefinite trial status can create dependency without a public decision.", "The Global Convention on the Recognition of Qualifications concerning Higher Education entered into force on 5 March 2023. Readiness requires competent authorities, fair procedures, authoritative information, reliable records, reasons, appeal and trained decision-makers. Recognition bodies should identify substantial differences relevant to purpose rather than demand identity of programmes.", "Displaced and mobile learners need timely admission, placement, language support, record reconstruction and recognised progression. Documentation requirements should be proportionate. Missing records should not be treated as missing learning. A provisional decision can protect continuity where it has a review date and does not become a permanent lower status.", "International learning comparisons after pandemic disruption require caution. Assessment populations, participation, curriculum, administration and baseline may have changed. Country ranking is fragile where differences are small relative to uncertainty or where coverage differs. Levels, distributions and robust patterns should take precedence over a precise ordinal position.", "Rights-based governance applies across all three domains. Learners should receive accessible information, protection of personal data, non-discriminatory access and a route to challenge consequential decisions. Public authorities should state legal competence, purpose, resource and review. Shared responsibility should not erase the primary decision-maker.", "The standards domain requires clear interpretation of minimum entitlements, recognition criteria, data protection and valid assessment claims. The indicator domain requires definitions, denominators, coverage, uncertainty and revision. The improvement domain requires evidence from pilot to operating change and result. The policy domain requires alignment of authority, finance and institutional capability.", "Regional differentiation matters because connectivity, institutional capacity, qualification structures, mobility patterns and assessment participation vary. A global framework should support fair and intelligible decisions without pretending that institutional conditions are uniform.", "Public assurance should distinguish commitment, activity, service and result. A convention in force, a policy adopted, a device purchased or a test administered establishes a specific institutional fact. It does not automatically establish fair recognition, effective teaching or improved learning. Each later claim requires its own evidence.", "The central annual recommendation is an authorised decision record. For every material technology, recognition or assessment decision, it should state the right or educational purpose, population, responsible body, criteria, evidence, resource, protection, distributional test, reason and review date. Unresolved limitations should remain visible until corrected." ], "keyFindings": [], "scopeAndMethod": [] }, "parts": [ { "id": "part-iceqc-r-2023-10-i", "number": "I", "title": "Annual governance frame", "anchor": "part-i-annual-governance-frame", "sectionIds": [ "sec-iceqc-r-2023-10-1", "sec-iceqc-r-2023-10-2", "sec-iceqc-r-2023-10-3" ] }, { "id": "part-iceqc-r-2023-10-i", "number": "I", "title": "From finding to authorised response", "anchor": "part-i-from-finding-to-authorised-response", "sectionIds": [ "sec-iceqc-r-2023-10-1", "sec-iceqc-r-2023-10-2", "sec-iceqc-r-2023-10-3", "sec-iceqc-r-2023-10-4" ] }, { "id": "part-iceqc-r-2023-10-ii", "number": "II", "title": "Designing improvement action", "anchor": "part-ii-designing-improvement-action", "sectionIds": [ "sec-iceqc-r-2023-10-5", "sec-iceqc-r-2023-10-6", "sec-iceqc-r-2023-10-7", "sec-iceqc-r-2023-10-8" ] }, { "id": "part-iceqc-r-2023-10-iii", "number": "III", "title": "Verification and institutional learning", "anchor": "part-iii-verification-and-institutional-learning", "sectionIds": [ "sec-iceqc-r-2023-10-9", "sec-iceqc-r-2023-10-10", "sec-iceqc-r-2023-10-11", "sec-iceqc-r-2023-10-12" ] }, { "id": "part-iceqc-r-2023-10-i", "number": "I", "title": "Purpose and interpretive frame", "anchor": "part-i-purpose-and-interpretive-frame", "sectionIds": [ "sec-iceqc-r-2023-10-1", "sec-iceqc-r-2023-10-2", "sec-iceqc-r-2023-10-3" ] }, { "id": "part-iceqc-r-2023-10-ii", "number": "II", "title": "Population and denominator", "anchor": "part-ii-population-and-denominator", "sectionIds": [ "sec-iceqc-r-2023-10-4", "sec-iceqc-r-2023-10-5", "sec-iceqc-r-2023-10-6" ] }, { "id": "part-iceqc-r-2023-10-iii", "number": "III", "title": "Access and participation", "anchor": "part-iii-access-and-participation", "sectionIds": [ "sec-iceqc-r-2023-10-7", "sec-iceqc-r-2023-10-8", "sec-iceqc-r-2023-10-9" ] }, { "id": "part-iceqc-r-2023-10-iv", "number": "IV", "title": "Progression and completion", "anchor": "part-iv-progression-and-completion", "sectionIds": [ "sec-iceqc-r-2023-10-10", "sec-iceqc-r-2023-10-11", "sec-iceqc-r-2023-10-12" ] }, { "id": "part-iceqc-r-2023-10-v", "number": "V", "title": "Learning and assessment", "anchor": "part-v-learning-and-assessment", "sectionIds": [ "sec-iceqc-r-2023-10-13", "sec-iceqc-r-2023-10-14", "sec-iceqc-r-2023-10-15" ] }, { "id": "part-iceqc-r-2023-10-vi", "number": "VI", "title": "Gender and household resources", "anchor": "part-vi-gender-and-household-resources", "sectionIds": [ "sec-iceqc-r-2023-10-16", "sec-iceqc-r-2023-10-17", "sec-iceqc-r-2023-10-18" ] }, { "id": "part-iceqc-r-2023-10-vii", "number": "VII", "title": "Place and service geography", "anchor": "part-vii-place-and-service-geography", "sectionIds": [ "sec-iceqc-r-2023-10-19", "sec-iceqc-r-2023-10-20", "sec-iceqc-r-2023-10-21" ] }, { "id": "part-iceqc-r-2023-10-viii", "number": "VIII", "title": "Disability, language and identity", "anchor": "part-viii-disability-language-and-identity", "sectionIds": [ "sec-iceqc-r-2023-10-22", "sec-iceqc-r-2023-10-23", "sec-iceqc-r-2023-10-24" ] }, { "id": "part-iceqc-r-2023-10-ix", "number": "IX", "title": "Conflict, disaster and mobility", "anchor": "part-ix-conflict-disaster-and-mobility", "sectionIds": [ "sec-iceqc-r-2023-10-25", "sec-iceqc-r-2023-10-26", "sec-iceqc-r-2023-10-27" ] }, { "id": "part-iceqc-r-2023-10-x", "number": "X", "title": "School conditions and teachers", "anchor": "part-x-school-conditions-and-teachers", "sectionIds": [ "sec-iceqc-r-2023-10-28", "sec-iceqc-r-2023-10-29", "sec-iceqc-r-2023-10-30" ] }, { "id": "part-iceqc-r-2023-10-xi", "number": "XI", "title": "Finance and distribution", "anchor": "part-xi-finance-and-distribution", "sectionIds": [ "sec-iceqc-r-2023-10-31", "sec-iceqc-r-2023-10-32", "sec-iceqc-r-2023-10-33" ] }, { "id": "part-iceqc-r-2023-10-xii", "number": "XII", "title": "Data sources and measurement error", "anchor": "part-xii-data-sources-and-measurement-error", "sectionIds": [ "sec-iceqc-r-2023-10-34", "sec-iceqc-r-2023-10-35", "sec-iceqc-r-2023-10-36" ] }, { "id": "part-iceqc-r-2023-10-xiii", "number": "XIII", "title": "Disaggregation and intersection", "anchor": "part-xiii-disaggregation-and-intersection", "sectionIds": [ "sec-iceqc-r-2023-10-37", "sec-iceqc-r-2023-10-38", "sec-iceqc-r-2023-10-39" ] }, { "id": "part-iceqc-r-2023-10-xiv", "number": "XIV", "title": "Comparison, uncertainty and change", "anchor": "part-xiv-comparison-uncertainty-and-change", "sectionIds": [ "sec-iceqc-r-2023-10-40", "sec-iceqc-r-2023-10-41", "sec-iceqc-r-2023-10-42" ] }, { "id": "part-iceqc-r-2023-10-xv", "number": "XV", "title": "Responsible interpretation and action", "anchor": "part-xv-responsible-interpretation-and-action", "sectionIds": [ "sec-iceqc-r-2023-10-43", "sec-iceqc-r-2023-10-44", "sec-iceqc-r-2023-10-45" ] }, { "id": "part-iceqc-r-2023-10-xvi", "number": "XVI", "title": "Applied distributional 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"XII", "title": "Recognition, mobility and institutional readiness", "anchor": "part-xii-recognition-mobility-and-institutional-readiness", "sectionIds": [] }, { "id": "part-iceqc-r-2023-10-i", "number": "I", "title": "Interpreting continuity as a public duty", "anchor": "part-i-interpreting-continuity-as-a-public-duty", "sectionIds": [ "sec-iceqc-r-2023-10-1", "sec-iceqc-r-2023-10-2", "sec-iceqc-r-2023-10-3", "sec-iceqc-r-2023-10-4", "sec-iceqc-r-2023-10-5" ] }, { "id": "part-iceqc-r-2023-10-ii", "number": "II", "title": "Continuity across institutions and time", "anchor": "part-ii-continuity-across-institutions-and-time", "sectionIds": [ "sec-iceqc-r-2023-10-6", "sec-iceqc-r-2023-10-7", "sec-iceqc-r-2023-10-8", "sec-iceqc-r-2023-10-9" ] }, { "id": "part-iceqc-r-2023-10-iii", "number": "III", "title": "Capacity and shared responsibility", "anchor": "part-iii-capacity-and-shared-responsibility", "sectionIds": [ "sec-iceqc-r-2023-10-10", "sec-iceqc-r-2023-10-11", "sec-iceqc-r-2023-10-12", "sec-iceqc-r-2023-10-13" ] }, { "id": "part-iceqc-r-2023-10-iv", "number": "IV", "title": "Evidence, accountability and correction", "anchor": "part-iv-evidence-accountability-and-correction", "sectionIds": [ "sec-iceqc-r-2023-10-14", "sec-iceqc-r-2023-10-15", "sec-iceqc-r-2023-10-16", "sec-iceqc-r-2023-10-17", "sec-iceqc-r-2023-10-18" ] }, { "id": "part-iceqc-r-2023-10-i", "number": "I", "title": "Mandate and shared governance", "anchor": "part-i-mandate-and-shared-governance", "sectionIds": [ "sec-iceqc-r-2023-10-1", "sec-iceqc-r-2023-10-2", "sec-iceqc-r-2023-10-3", "sec-iceqc-r-2023-10-4", "sec-iceqc-r-2023-10-5", "sec-iceqc-r-2023-10-6", "sec-iceqc-r-2023-10-7", "sec-iceqc-r-2023-10-8", "sec-iceqc-r-2023-10-9", "sec-iceqc-r-2023-10-10" ] }, { "id": "part-iceqc-r-2023-10-ii", "number": "II", "title": "Population and access", "anchor": "part-ii-population-and-access", "sectionIds": [ "sec-iceqc-r-2023-10-11", "sec-iceqc-r-2023-10-12", "sec-iceqc-r-2023-10-13", "sec-iceqc-r-2023-10-14", "sec-iceqc-r-2023-10-15", "sec-iceqc-r-2023-10-16", "sec-iceqc-r-2023-10-17", "sec-iceqc-r-2023-10-18", "sec-iceqc-r-2023-10-19", "sec-iceqc-r-2023-10-20" ] }, { "id": "part-iceqc-r-2023-10-iii", "number": "III", "title": "Shared outcomes and service boundaries", "anchor": "part-iii-shared-outcomes-and-service-boundaries", "sectionIds": [ "sec-iceqc-r-2023-10-21", "sec-iceqc-r-2023-10-22", "sec-iceqc-r-2023-10-23", "sec-iceqc-r-2023-10-24", "sec-iceqc-r-2023-10-25", "sec-iceqc-r-2023-10-26", "sec-iceqc-r-2023-10-27", "sec-iceqc-r-2023-10-28", "sec-iceqc-r-2023-10-29", "sec-iceqc-r-2023-10-30" ] }, { "id": "part-iceqc-r-2023-10-iv", "number": "IV", "title": "Identification and referral", "anchor": "part-iv-identification-and-referral", "sectionIds": [ "sec-iceqc-r-2023-10-31", "sec-iceqc-r-2023-10-32", "sec-iceqc-r-2023-10-33", "sec-iceqc-r-2023-10-34", "sec-iceqc-r-2023-10-35", "sec-iceqc-r-2023-10-36", "sec-iceqc-r-2023-10-37", "sec-iceqc-r-2023-10-38", "sec-iceqc-r-2023-10-39", "sec-iceqc-r-2023-10-40" ] }, { "id": "part-iceqc-r-2023-10-v", "number": "V", "title": "Health and readiness to learn", "anchor": "part-v-health-and-readiness-to-learn", "sectionIds": [ "sec-iceqc-r-2023-10-41", "sec-iceqc-r-2023-10-42", "sec-iceqc-r-2023-10-43", "sec-iceqc-r-2023-10-44", "sec-iceqc-r-2023-10-45", "sec-iceqc-r-2023-10-46", "sec-iceqc-r-2023-10-47", "sec-iceqc-r-2023-10-48", "sec-iceqc-r-2023-10-49", "sec-iceqc-r-2023-10-50" ] }, { "id": "part-iceqc-r-2023-10-vi", "number": "VI", "title": "Safeguarding and protection", "anchor": "part-vi-safeguarding-and-protection", "sectionIds": [ "sec-iceqc-r-2023-10-51", "sec-iceqc-r-2023-10-52", "sec-iceqc-r-2023-10-53", "sec-iceqc-r-2023-10-54", "sec-iceqc-r-2023-10-55", "sec-iceqc-r-2023-10-56", "sec-iceqc-r-2023-10-57", "sec-iceqc-r-2023-10-58", "sec-iceqc-r-2023-10-59", "sec-iceqc-r-2023-10-60" ] }, { "id": "part-iceqc-r-2023-10-vii", "number": "VII", "title": "Nutrition, water and sanitation", "anchor": "part-vii-nutrition-water-and-sanitation", "sectionIds": [ "sec-iceqc-r-2023-10-61", "sec-iceqc-r-2023-10-62", "sec-iceqc-r-2023-10-63", "sec-iceqc-r-2023-10-64", "sec-iceqc-r-2023-10-65", "sec-iceqc-r-2023-10-66", "sec-iceqc-r-2023-10-67", "sec-iceqc-r-2023-10-68", "sec-iceqc-r-2023-10-69", "sec-iceqc-r-2023-10-70" ] }, { "id": "part-iceqc-r-2023-10-viii", "number": "VIII", "title": "Teachers and frontline personnel", "anchor": "part-viii-teachers-and-frontline-personnel", "sectionIds": [ "sec-iceqc-r-2023-10-71", "sec-iceqc-r-2023-10-72", "sec-iceqc-r-2023-10-73", "sec-iceqc-r-2023-10-74", "sec-iceqc-r-2023-10-75", "sec-iceqc-r-2023-10-76", "sec-iceqc-r-2023-10-77", "sec-iceqc-r-2023-10-78", "sec-iceqc-r-2023-10-79", "sec-iceqc-r-2023-10-80" ] }, { "id": "part-iceqc-r-2023-10-ix", "number": "IX", "title": "Information and privacy", "anchor": "part-ix-information-and-privacy", "sectionIds": [ "sec-iceqc-r-2023-10-81", "sec-iceqc-r-2023-10-82", "sec-iceqc-r-2023-10-83", "sec-iceqc-r-2023-10-84", "sec-iceqc-r-2023-10-85", "sec-iceqc-r-2023-10-86", "sec-iceqc-r-2023-10-87", "sec-iceqc-r-2023-10-88", "sec-iceqc-r-2023-10-89", "sec-iceqc-r-2023-10-90" ] }, { "id": "part-iceqc-r-2023-10-x", "number": "X", "title": "Finance and service capacity", "anchor": "part-x-finance-and-service-capacity", "sectionIds": [ "sec-iceqc-r-2023-10-91", "sec-iceqc-r-2023-10-92", "sec-iceqc-r-2023-10-93", "sec-iceqc-r-2023-10-94", "sec-iceqc-r-2023-10-95", "sec-iceqc-r-2023-10-96", "sec-iceqc-r-2023-10-97", "sec-iceqc-r-2023-10-98", "sec-iceqc-r-2023-10-99", "sec-iceqc-r-2023-10-100" ] }, { "id": "part-iceqc-r-2023-10-xi", "number": "XI", "title": "Participation and communication", "anchor": "part-xi-participation-and-communication", "sectionIds": [ "sec-iceqc-r-2023-10-101", "sec-iceqc-r-2023-10-102", "sec-iceqc-r-2023-10-103", "sec-iceqc-r-2023-10-104", "sec-iceqc-r-2023-10-105", "sec-iceqc-r-2023-10-106", "sec-iceqc-r-2023-10-107", "sec-iceqc-r-2023-10-108", "sec-iceqc-r-2023-10-109", "sec-iceqc-r-2023-10-110" ] }, { "id": "part-iceqc-r-2023-10-xii", "number": "XII", "title": "Continuity, emergency and improvement", "anchor": "part-xii-continuity-emergency-and-improvement", "sectionIds": [ "sec-iceqc-r-2023-10-111", "sec-iceqc-r-2023-10-112", "sec-iceqc-r-2023-10-113", "sec-iceqc-r-2023-10-114", "sec-iceqc-r-2023-10-115", "sec-iceqc-r-2023-10-116", "sec-iceqc-r-2023-10-117", "sec-iceqc-r-2023-10-118", "sec-iceqc-r-2023-10-119", "sec-iceqc-r-2023-10-120" ] }, { "id": "part-iceqc-r-2023-10-xiii", "number": "XIII", "title": "Conclusions", "anchor": "part-xiii-conclusions", "sectionIds": [ "sec-iceqc-r-2023-10-121", "sec-iceqc-r-2023-10-122", "sec-iceqc-r-2023-10-123" ] }, { "id": "part-iceqc-r-2023-10-xxiv", "number": "XXIV", "title": "Learning comparison after disruption", "anchor": "part-xxiv-learning-comparison-after-disruption", "sectionIds": [] }, { "id": "part-iceqc-r-2023-10-i", "number": "I", "title": "Measurement proposition", "anchor": "part-i-measurement-proposition", "sectionIds": [ "sec-iceqc-r-2023-10-1", "sec-iceqc-r-2023-10-2", "sec-iceqc-r-2023-10-3" ] } ], "sections": [ { "id": "sec-iceqc-r-2023-10-1", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "1", "title": "Educational purpose", "anchor": "1-educational-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-1-b001", "type": "PARAGRAPH", "text": "Every decision should state the educational condition it intends to secure. A product, instrument or international label should not substitute for the purpose. Alternatives and existing arrangements should be considered.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-2", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "2", "title": "Evidence and limitation", "anchor": "2-evidence-and-limitation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-2-b001", "type": "PARAGRAPH", "text": "Evidence should match the claim and preserve coverage, uncertainty and adverse findings. Exceptional pilot support, missing populations and changed assessment conditions should remain visible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-3", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "3", "title": "Authority and correction", "anchor": "3-authority-and-correction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-3-b001", "type": "PARAGRAPH", "text": "The competent body should give reasons, protect personal information and provide review. A limitation should name the authority responsible for correction and the date on which the decision will be revisited.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-1", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "1", "title": "Formulating the decision question", "anchor": "1-formulating-the-decision-question", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-1-b001", "type": "PARAGRAPH", "text": "The evaluation question should identify the condition and decision within scope. “Is teaching good?” is too broad. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Formulating the decision question within Part I — From finding to authorised response: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. A question about whether learners in specified programmes receive timely formative feedback identifies population, service, timing and an available institutional response. The authority should record why the question matters and which decision can follow.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-1-b002", "type": "PARAGRAPH", "text": "Criteria should come from law, authorised curriculum, programme specifications, public commitments or properly adopted institutional standards. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Formulating the decision question within Part I — From finding to authorised response: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. An improvement objective may exceed a minimum obligation, but it cannot displace one. Ambiguity should lead to competent interpretation rather than quiet selection of the least demanding criterion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-2", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "2", "title": "Establishing the finding", "anchor": "2-establishing-the-finding", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-2-b001", "type": "PARAGRAPH", "text": "Evidence should be selected for the proposition. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Establishing the finding within Part I — From finding to authorised response: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Documents show intended arrangements; administrative records show transactions; observation shows conditions at a time; learner and staff accounts show reported experience; assessment shows performance under defined tasks. Several summaries derived from one register remain one underlying source.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-2-b002", "type": "PARAGRAPH", "text": "The finding should state exceptions and missing evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Establishing the finding within Part I — From finding to authorised response: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Coverage is part of the claim, not a footnote. A conclusion should narrow when records are incomplete. Absence of a complaint, observation or data entry should not be interpreted automatically as absence of a problem.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-3", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "3", "title": "Judging consequence and confidence", "anchor": "3-judging-consequence-and-confidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-3-b001", "type": "PARAGRAPH", "text": "Consequence concerns the educational or rights effect if a finding is correct. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Judging consequence and confidence within Part I — From finding to authorised response: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Confidence concerns the strength of evidence. High consequence can justify interim protection while further evidence is gathered. Lower-confidence findings should not support irreversible or punitive action without corroboration.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-3-b002", "type": "PARAGRAPH", "text": "The judgement record should explain why evidence is sufficient for the proposed decision. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Judging consequence and confidence within Part I — From finding to authorised response: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. It should identify alternative explanations and state which can be tested. Uncertainty does not prevent all action; it determines the proportionality, reversibility and review interval of action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-4", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "4", "title": "Assigning responsibility", "anchor": "4-assigning-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-4-b001", "type": "PARAGRAPH", "text": "Every response needs a competent owner. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assigning responsibility within Part I — From finding to authorised response: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Institutions may control timetable, local support, teaching arrangements and internal communication, while staffing establishments, capital finance, examination rules or regulation may lie elsewhere. The record should separate institutional action from escalated dependency.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-4-b002", "type": "PARAGRAPH", "text": "Shared responsibility should not mean no responsibility. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assigning responsibility within Part I — From finding to authorised response: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Where several bodies contribute, one authority should own the decision and each contribution should have a deadline and evidence. Non-delivery should remain visible until an authorised correction is made.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-5", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "5", "title": "Selecting a response", "anchor": "5-selecting-a-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-5-b001", "type": "PARAGRAPH", "text": "The response should follow the diagnosed condition. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Selecting a response within Part II — Designing improvement action: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. A knowledge gap may require professional learning; a workload problem may require time or staffing; an inaccessible service may require redesign; a contradictory rule may require clarification. Repeating a generic intervention can misstate the cause.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-5-b002", "type": "PARAGRAPH", "text": "Alternatives should be considered for educational value, feasibility, equity, cost and risk. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Selecting a response within Part II — Designing improvement action: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. A bounded, reversible action can be appropriate where evidence is incomplete, provided that affected learners remain protected and the review point is fixed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-6", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "6", "title": "Defining the operating condition", "anchor": "6-defining-the-operating-condition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-6-b001", "type": "PARAGRAPH", "text": "Action plans should state what will be observably different when the response operates. “Staff trained” is an activity. “Specified feedback is provided within the required time and used in subsequent work” describes an operating condition. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining the operating condition within Part II — Designing improvement action: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Verification should use evidence capable of observing that condition.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-6-b002", "type": "PARAGRAPH", "text": "Milestones should distinguish authorisation, preparation, first delivery, sustained operation and review. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining the operating condition within Part II — Designing improvement action: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Completion of an early milestone cannot close the finding. A delayed dependency should trigger adjustment or escalation rather than a favourable status label.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-7", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "7", "title": "Resourcing and capability", "anchor": "7-resourcing-and-capability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-7-b001", "type": "PARAGRAPH", "text": "Resources include staff time, competence, facilities, materials, information and finance. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resourcing and capability within Part II — Designing improvement action: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A plan should identify both one-time and recurrent needs. Reliance on temporary staff, personal initiative or exceptional funding should be recorded as a sustainability risk.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-7-b002", "type": "PARAGRAPH", "text": "Capability development should connect to the intended work. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resourcing and capability within Part II — Designing improvement action: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Attendance at a course does not demonstrate changed practice. Follow-up may examine planning, observation, learner work and professional discussion while protecting appropriate professional judgement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-8", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "8", "title": "Protecting equity", "anchor": "8-protecting-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-8-b001", "type": "PARAGRAPH", "text": "The intended population should remain visible from finding through follow-up. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protecting equity within Part II — Designing improvement action: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. If action reaches only learners easiest to serve, an aggregate measure can improve while the original inequity remains. Participation and service evidence should examine location, language, disability, status and cost where relevant.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-8-b002", "type": "PARAGRAPH", "text": "Unintended effects require monitoring. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protecting equity within Part II — Designing improvement action: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Additional assessment can reduce instructional time; a digital arrangement can exclude households without access; stricter attendance rules can penalise learners facing transport or care barriers. Correction should address the effect, not merely defend the original design.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-9", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "9", "title": "Following implementation", "anchor": "9-following-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-9-b001", "type": "PARAGRAPH", "text": "Implementation evidence should show what occurred, where, for whom and when. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Following implementation within Part III — Verification and institutional learning: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Meeting minutes or expenditure confirm only part of that account. Institutional leaders should inspect service records and obtain evidence from those expected to use the changed arrangement.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-9-b002", "type": "PARAGRAPH", "text": "Variation across units should be analysed rather than averaged away. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Following implementation within Part III — Verification and institutional learning: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. It may show different starting conditions, support, interpretation or leadership. A common policy with uneven operation requires a different response from a policy that was never authorised.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-10", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "10", "title": "Examining result", "anchor": "10-examining-result", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-10-b001", "type": "PARAGRAPH", "text": "Result evidence should return to the original criterion and population. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Examining result within Part III — Verification and institutional learning: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. It should preserve baseline definitions and identify changes in assessment, enrolment or coverage. Where comparison is not valid, the institution should state current condition and avoid an unsupported improvement claim.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-10-b002", "type": "PARAGRAPH", "text": "Attribution should remain proportionate. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Examining result within Part III — Verification and institutional learning: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. A favourable change after action does not prove that the action caused it. Timing, exposure, alternative explanations and independent evidence can strengthen the claim, but institutional evaluation should not exceed what its design supports.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-11", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "11", "title": "Deciding what follows", "anchor": "11-deciding-what-follows", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-11-b001", "type": "PARAGRAPH", "text": "Review should end with an authorised choice: continue, adapt, extend, reduce or stop. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Deciding what follows within Part III — Verification and institutional learning: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. The choice should cite evidence, remaining limitation, cost and distributional effect. Unresolved individual cases need a continuing route even when the wider action changes.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-11-b002", "type": "PARAGRAPH", "text": "Successful local work should not be extended automatically. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Deciding what follows within Part III — Verification and institutional learning: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Transfer requires examination of population, institutional conditions, capability and resources. What is promising can be tested elsewhere without being declared universally effective.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-12", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "12", "title": "Public accountability", "anchor": "12-public-accountability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-12-b001", "type": "PARAGRAPH", "text": "Public reporting should separate finding, institutional response, implementation status and result. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Public accountability within Part III — Verification and institutional learning: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. It should state limits and protect personal information. A concise account that permits scrutiny is stronger than an extensive narrative in which adverse evidence cannot be found.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-12-b002", "type": "PARAGRAPH", "text": "The institution should record revisions to its own judgement. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Public accountability within Part III — Verification and institutional learning: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Correction of error is evidence of evaluative capacity when the reason is transparent. Concealing change to preserve consistency weakens both learning and public trust.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-1", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "1", "title": "What national averages conceal", "anchor": "1-what-national-averages-conceal", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-1-b001", "type": "PARAGRAPH", "text": "The indicator question concerns national participation or attainment. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on What national averages conceal within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Its object is not to divide a population into convenient labels, but to show whether educational opportunity is distributed in a manner that a national total cannot reveal. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-1-b002", "type": "PARAGRAPH", "text": "The preferred construction is the weighted experience of the population included in the denominator. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on What national averages conceal within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-1-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: distribution within countries, not a league table between them. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on What national averages conceal within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-1-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include remote rural learners, urban informal settlements and displaced populations. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on What national averages conceal within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-1-b005", "type": "PARAGRAPH", "text": "The decision record should connect the finding to a responsible authority, available intervention and review date. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on What national averages conceal within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. An indicator is useful when it can alter service location, staffing, language support, accessibility, household assistance or another defined condition. It should not be used to rank schools or communities where differences in population and opportunity to learn are uncontrolled. Monitoring after action must preserve the original baseline and follow both reach and outcome. Improvement in an average does not demonstrate that the intended group benefited; participation, intensity and learner experience should be checked. The final public statement should identify remaining uncertainty and the next evidentiary step rather than convert a partial result into assurance.", "citationIds": [ "REF-10", "REF-12" ] } ] }, { "id": "sec-iceqc-r-2023-10-2", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "2", "title": "Marginalisation as accumulated disadvantage", "anchor": "2-marginalisation-as-accumulated-disadvantage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-2-b001", "type": "PARAGRAPH", "text": "Marginalisation as accumulated disadvantage should be approached as a defined measurement problem. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Marginalisation as accumulated disadvantage within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The substantive interest is distance from a socially secured educational minimum, observed for a population and period that are stated before calculation. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-2-b002", "type": "PARAGRAPH", "text": "Measurement should use the joint effect of exclusion, weak provision and adverse social conditions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Marginalisation as accumulated disadvantage within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-2-b003", "type": "PARAGRAPH", "text": "The governing caution is that multiple indicators read together over the learner's course. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Marginalisation as accumulated disadvantage within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-2-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for children facing poverty, gender disadvantage, disability or minority status. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Marginalisation as accumulated disadvantage within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-2-b005", "type": "PARAGRAPH", "text": "Policy use should begin with a question that the competent body can answer. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Marginalisation as accumulated disadvantage within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. The evidence may justify further enquiry, immediate removal of a barrier, redistribution of resources or evaluation of an existing measure. These are different decisions and require different certainty. Urgent protection need not await a perfect estimate where credible evidence shows serious exclusion, but long-term allocation should be reviewed as coverage improves. Targets should specify the population expected to benefit and guard against gains achieved by concentrating on learners nearest a threshold. Accountability lies in changed opportunity, not in the favourable movement of an indicator alone.", "citationIds": [ "REF-13", "REF-14" ] } ] }, { "id": "sec-iceqc-r-2023-10-3", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "3", "title": "From monitoring commitment to decision", "anchor": "3-from-monitoring-commitment-to-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-3-b001", "type": "PARAGRAPH", "text": "For from monitoring commitment to decision, the first requirement is conceptual clarity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From monitoring commitment to decision within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. The study seeks evidence on evidence capable of changing resource or service decisions; it does not infer a learner's circumstances from a national or regional mean. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-3-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on a link between observed disparity, responsible body and remedy. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From monitoring commitment to decision within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-3-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: indicators selected for action rather than visibility. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From monitoring commitment to decision within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-3-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether groups absent from routine plans and budget classifications are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From monitoring commitment to decision within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-3-b005", "type": "PARAGRAPH", "text": "A proportionate response records who acts, the condition to be changed and the evidence that will show whether reach was equitable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From monitoring commitment to decision within Part I — Purpose and interpretive frame: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Local interpretation is valuable because national classifications cannot capture every barrier; it should operate within common definitions sufficient for aggregation. Communities should be able to question both the category and the conclusion drawn from it. If a measure creates incentives to exclude difficult cases, narrow the denominator or reclassify non-completion, an independent check is required. The report should recognise such behaviour as a measurement risk without assuming misconduct in every discrepancy.", "citationIds": [ "REF-15", "REF-16" ] } ] }, { "id": "sec-iceqc-r-2023-10-4", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "4", "title": "Defining the population entitled to education", "anchor": "4-defining-the-population-entitled-to-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-4-b001", "type": "PARAGRAPH", "text": "A distribution-sensitive account of resident and temporarily absent learners within the relevant age or programme group begins by naming the decision the evidence may inform. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining the population entitled to education within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Without that purpose, disaggregation can multiply figures without improving public judgement. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-4-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is a denominator consistent with the right, level and reference period under review. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining the population entitled to education within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-4-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that census, survey and administrative estimates reconciled openly. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining the population entitled to education within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-4-b004", "type": "PARAGRAPH", "text": "For unregistered residents, migrants and displaced children, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining the population entitled to education within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-4-b005", "type": "PARAGRAPH", "text": "Public accountability requires a concise explanation of the result and its boundary. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining the population entitled to education within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Readers should be able to see who was counted, who was not, what period the figure covers, how large the underlying population is and which comparisons are justified. A policy conclusion should be no broader than that evidence. Subsequent reports should distinguish real change from late reporting, revised population estimates and altered definitions. Where a disparity remains, the responsible body should state whether the obstacle is knowledge, authority, resources or implementation. This makes the indicator a means of scrutiny rather than a decorative measure of concern.", "citationIds": [ "REF-17", "REF-19" ] } ] }, { "id": "sec-iceqc-r-2023-10-5", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "5", "title": "Age, grade and programme populations", "anchor": "5-age-grade-and-programme-populations", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-5-b001", "type": "PARAGRAPH", "text": "The public value of age, grade and programme populations lies in making unequal educational experience observable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Age, grade and programme populations within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Here, the relevant phenomenon is age-specific, grade-specific and programme-specific participation, not the administrative convenience of the available categories. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-5-b002", "type": "PARAGRAPH", "text": "The preferred construction is separate denominators for different educational questions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Age, grade and programme populations within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-5-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: exact age, school age and enrolled population never substituted silently. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Age, grade and programme populations within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-5-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include over-age entrants and learners repeating grades. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Age, grade and programme populations within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-17", "REF-19" ] } ] }, { "id": "sec-iceqc-r-2023-10-6", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "6", "title": "Population movement and disrupted residence", "anchor": "6-population-movement-and-disrupted-residence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-6-b001", "type": "PARAGRAPH", "text": "The indicator question concerns education status amid migration, displacement and return. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Population movement and disrupted residence within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Its object is not to divide a population into convenient labels, but to show whether educational opportunity is distributed in a manner that a national total cannot reveal. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-6-b002", "type": "PARAGRAPH", "text": "Measurement should use dated location and residence rules with sensitivity to mobility. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Population movement and disrupted residence within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-6-b003", "type": "PARAGRAPH", "text": "The governing caution is that origin, current location and service responsibility distinguished. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Population movement and disrupted residence within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-6-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for families affected by conflict, disaster and seasonal movement. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Population movement and disrupted residence within Part II — Population and denominator: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-20", "REF-21" ] } ] }, { "id": "sec-iceqc-r-2023-10-7", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "7", "title": "Entry at the official starting age", "anchor": "7-entry-at-the-official-starting-age", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-7-b001", "type": "PARAGRAPH", "text": "Entry at the official starting age should be approached as a defined measurement problem. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Entry at the official starting age within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. The substantive interest is timely admission to the first grade of primary education, observed for a population and period that are stated before calculation. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-7-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on new entrants of official age relative to the corresponding population. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Entry at the official starting age within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-7-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: late entry examined alongside non-entry. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Entry at the official starting age within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-7-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether children facing fees, distance, disability or documentation barriers are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Entry at the official starting age within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-23", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2023-10-8", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "8", "title": "Attendance beyond enrolment", "anchor": "8-attendance-beyond-enrolment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-8-b001", "type": "PARAGRAPH", "text": "For attendance beyond enrolment, the first requirement is conceptual clarity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Attendance beyond enrolment within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. The study seeks evidence on actual participation during a stated recent period; it does not infer a learner's circumstances from a national or regional mean. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-8-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is presence measured independently of registration status. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Attendance beyond enrolment within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-8-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that frequency, season and reasons for absence retained. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Attendance beyond enrolment within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-8-b004", "type": "PARAGRAPH", "text": "For working children, carers and learners affected by illness, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Attendance beyond enrolment within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-01", "REF-07" ] } ] }, { "id": "sec-iceqc-r-2023-10-9", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "9", "title": "Out-of-school status", "anchor": "9-out-of-school-status", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-9-b001", "type": "PARAGRAPH", "text": "A distribution-sensitive account of children in the relevant age group not participating at the defined level begins by naming the decision the evidence may inform. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Out-of-school status within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Without that purpose, disaggregation can multiply figures without improving public judgement. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-9-b002", "type": "PARAGRAPH", "text": "The preferred construction is a transparent residual from compatible population and participation concepts. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Out-of-school status within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-9-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: never-enrolled and formerly enrolled children separated. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Out-of-school status within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-9-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include children invisible to school registers. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Out-of-school status within Part III — Access and participation: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-02", "REF-03" ] } ] }, { "id": "sec-iceqc-r-2023-10-10", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "10", "title": "Repetition and grade survival", "anchor": "10-repetition-and-grade-survival", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-10-b001", "type": "PARAGRAPH", "text": "The public value of repetition and grade survival lies in making unequal educational experience observable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Repetition and grade survival within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Here, the relevant phenomenon is movement through grades without avoidable delay or exit, not the administrative convenience of the available categories. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-10-b002", "type": "PARAGRAPH", "text": "Measurement should use cohort or reconstructed-cohort evidence with explicit assumptions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Repetition and grade survival within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-10-b003", "type": "PARAGRAPH", "text": "The governing caution is that repeaters distinguished from re-entrants and transfers. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Repetition and grade survival within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-10-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for learners in overcrowded or intermittently operating schools. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Repetition and grade survival within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-04", "REF-06" ] } ] }, { "id": "sec-iceqc-r-2023-10-11", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "11", "title": "Transition between education levels", "anchor": "11-transition-between-education-levels", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-11-b001", "type": "PARAGRAPH", "text": "The indicator question concerns entry to the next level after completion of the preceding one. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Transition between education levels within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Its object is not to divide a population into convenient labels, but to show whether educational opportunity is distributed in a manner that a national total cannot reveal. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-11-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on matched completion and new-entry populations over coherent periods. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Transition between education levels within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-11-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: capacity constraints distinguished from learner attainment. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Transition between education levels within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-11-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether rural learners and those unable to relocate are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Transition between education levels within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-08", "REF-09" ] } ] }, { "id": "sec-iceqc-r-2023-10-12", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "12", "title": "Completion and educational entitlement", "anchor": "12-completion-and-educational-entitlement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-12-b001", "type": "PARAGRAPH", "text": "Completion and educational entitlement should be approached as a defined measurement problem. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Completion and educational entitlement within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. The substantive interest is finishing the final grade or meeting recognised programme requirements, observed for a population and period that are stated before calculation. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-12-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is completion defined separately from sitting or passing an examination. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Completion and educational entitlement within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-12-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that late completion and alternative pathways reported. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Completion and educational entitlement within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-12-b004", "type": "PARAGRAPH", "text": "For over-age learners and people returning after interruption, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Completion and educational entitlement within Part IV — Progression and completion: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-10", "REF-12" ] } ] }, { "id": "sec-iceqc-r-2023-10-13", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "13", "title": "Minimum learning outcomes", "anchor": "13-minimum-learning-outcomes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-13-b001", "type": "PARAGRAPH", "text": "For minimum learning outcomes, the first requirement is conceptual clarity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum learning outcomes within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. The study seeks evidence on demonstrated knowledge or skill against a declared domain; it does not infer a learner's circumstances from a national or regional mean. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-13-b002", "type": "PARAGRAPH", "text": "The preferred construction is assessment evidence whose population and conditions are known. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum learning outcomes within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-13-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: results interpreted with opportunity to learn and participation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum learning outcomes within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-13-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include learners taught in an unfamiliar language. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum learning outcomes within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-13", "REF-14" ] } ] }, { "id": "sec-iceqc-r-2023-10-14", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "14", "title": "Assessment participation", "anchor": "14-assessment-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-14-b001", "type": "PARAGRAPH", "text": "A distribution-sensitive account of who was eligible, present, absent and excluded from testing begins by naming the decision the evidence may inform. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assessment participation within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Without that purpose, disaggregation can multiply figures without improving public judgement. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-14-b002", "type": "PARAGRAPH", "text": "Measurement should use a participation profile accompanying every result distribution. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assessment participation within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-14-b003", "type": "PARAGRAPH", "text": "The governing caution is that non-participation never treated as low attainment or ignored. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assessment participation within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-14-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for learners with disabilities and remote candidates. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assessment participation within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-15", "REF-16" ] } ] }, { "id": "sec-iceqc-r-2023-10-15", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "15", "title": "Distribution of achievement", "anchor": "15-distribution-of-achievement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-15-b001", "type": "PARAGRAPH", "text": "The public value of distribution of achievement lies in making unequal educational experience observable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Distribution of achievement within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Here, the relevant phenomenon is variation across the full score or proficiency distribution, not the administrative convenience of the available categories. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-15-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on percentiles and threshold shares beside a mean. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Distribution of achievement within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-15-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: uncertainty and scale properties stated. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Distribution of achievement within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-15-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether learners concentrated below a minimum proficiency threshold are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Distribution of achievement within Part V — Learning and assessment: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-17", "REF-19" ] } ] }, { "id": "sec-iceqc-r-2023-10-16", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "16", "title": "Gender parity and its limits", "anchor": "16-gender-parity-and-its-limits", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-16-b001", "type": "PARAGRAPH", "text": "The indicator question concerns differences between girls and boys in access, progression and learning. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Gender parity and its limits within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Its object is not to divide a population into convenient labels, but to show whether educational opportunity is distributed in a manner that a national total cannot reveal. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-16-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is female-to-male ratios read with levels and absolute gaps. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Gender parity and its limits within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-16-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that parity not confused with adequacy for either group. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Gender parity and its limits within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-16-b004", "type": "PARAGRAPH", "text": "For girls in poor rural households and boys exposed to hazardous work, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Gender parity and its limits within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-20", "REF-21" ] } ] }, { "id": "sec-iceqc-r-2023-10-17", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "17", "title": "Household wealth gradients", "anchor": "17-household-wealth-gradients", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-17-b001", "type": "PARAGRAPH", "text": "Household wealth gradients should be approached as a defined measurement problem. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Household wealth gradients within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. The substantive interest is education outcomes across relative household resource groups, observed for a population and period that are stated before calculation. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-17-b002", "type": "PARAGRAPH", "text": "The preferred construction is a documented asset or consumption classification within each setting. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Household wealth gradients within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-17-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: wealth ranks not assumed equivalent across countries or time. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Household wealth gradients within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-17-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include children in the poorest quintile and those near classification boundaries. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Household wealth gradients within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-23", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2023-10-18", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "18", "title": "Costs borne by households", "anchor": "18-costs-borne-by-households", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-18-b001", "type": "PARAGRAPH", "text": "For costs borne by households, the first requirement is conceptual clarity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Costs borne by households within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. The study seeks evidence on fees, materials, transport, clothing and foregone labour; it does not infer a learner's circumstances from a national or regional mean. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-18-b002", "type": "PARAGRAPH", "text": "Measurement should use participation read against direct and indirect education costs. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Costs borne by households within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-18-b003", "type": "PARAGRAPH", "text": "The governing caution is that nominal fee abolition checked against remaining expenditure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Costs borne by households within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-18-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for large families and households hit by economic crisis. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Costs borne by households within Part VI — Gender and household resources: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-01", "REF-07" ] } ] }, { "id": "sec-iceqc-r-2023-10-19", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "19", "title": "Rural and urban residence", "anchor": "19-rural-and-urban-residence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-19-b001", "type": "PARAGRAPH", "text": "A distribution-sensitive account of education outcomes by a declared settlement classification begins by naming the decision the evidence may inform. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Rural and urban residence within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Without that purpose, disaggregation can multiply figures without improving public judgement. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-19-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on residence linked to service availability and travel conditions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Rural and urban residence within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-19-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: national rural definitions preserved and comparison limitations stated. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Rural and urban residence within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-19-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether remote villages, pastoral populations and peri-urban settlements are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Rural and urban residence within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-02", "REF-03" ] } ] }, { "id": "sec-iceqc-r-2023-10-20", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "20", "title": "Subnational administrative disparity", "anchor": "20-subnational-administrative-disparity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-20-b001", "type": "PARAGRAPH", "text": "The public value of subnational administrative disparity lies in making unequal educational experience observable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Subnational administrative disparity within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Here, the relevant phenomenon is variation between provinces, districts or comparable areas, not the administrative convenience of the available categories. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-20-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is area estimates with population size and precision. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Subnational administrative disparity within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-20-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that administrative rankings not mistaken for causal explanations. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Subnational administrative disparity within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-20-b004", "type": "PARAGRAPH", "text": "For small districts and areas with incomplete reporting, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Subnational administrative disparity within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-04", "REF-06" ] } ] }, { "id": "sec-iceqc-r-2023-10-21", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "21", "title": "Distance, isolation and transport", "anchor": "21-distance-isolation-and-transport", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-21-b001", "type": "PARAGRAPH", "text": "The indicator question concerns physical accessibility of the nearest appropriate service. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Distance, isolation and transport within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Its object is not to divide a population into convenient labels, but to show whether educational opportunity is distributed in a manner that a national total cannot reveal. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-21-b002", "type": "PARAGRAPH", "text": "The preferred construction is travel time, route safety and seasonal interruption rather than straight-line distance alone. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Distance, isolation and transport within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-21-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: household reports and facility mapping reconciled. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Distance, isolation and transport within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-21-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include learners with limited mobility and communities cut off seasonally. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Distance, isolation and transport within Part VII — Place and service geography: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-08", "REF-09" ] } ] }, { "id": "sec-iceqc-r-2023-10-22", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "22", "title": "Disability-sensitive education data", "anchor": "22-disability-sensitive-education-data", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-22-b001", "type": "PARAGRAPH", "text": "Disability-sensitive education data should be approached as a defined measurement problem. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Disability-sensitive education data within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. The substantive interest is participation and learning by functional difficulty and support requirement, observed for a population and period that are stated before calculation. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-22-b002", "type": "PARAGRAPH", "text": "Measurement should use questions designed for comparable reporting without defining the child by diagnosis alone. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Disability-sensitive education data within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-22-b003", "type": "PARAGRAPH", "text": "The governing caution is that identification, environment and accommodation kept analytically distinct. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Disability-sensitive education data within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-22-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for learners whose impairments are not recorded by schools. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Disability-sensitive education data within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-10", "REF-12" ] } ] }, { "id": "sec-iceqc-r-2023-10-23", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "23", "title": "Language of home and instruction", "anchor": "23-language-of-home-and-instruction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-23-b001", "type": "PARAGRAPH", "text": "For language of home and instruction, the first requirement is conceptual clarity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Language of home and instruction within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. The study seeks evidence on alignment between learner language, teaching and assessment; it does not infer a learner's circumstances from a national or regional mean. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-23-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on language categories reflecting local use and instructional practice. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Language of home and instruction within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-23-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: small groups not erased through broad national labels. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Language of home and instruction within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-23-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether minority-language and multilingual learners are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Language of home and instruction within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-13", "REF-14" ] } ] }, { "id": "sec-iceqc-r-2023-10-24", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "24", "title": "Ethnicity, indigeneity and protected identity", "anchor": "24-ethnicity-indigeneity-and-protected-identity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-24-b001", "type": "PARAGRAPH", "text": "A distribution-sensitive account of disparity associated with historically excluded identity groups begins by naming the decision the evidence may inform. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Ethnicity, indigeneity and protected identity within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Without that purpose, disaggregation can multiply figures without improving public judgement. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-24-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is lawful, voluntary and contextually meaningful classification. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Ethnicity, indigeneity and protected identity within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-24-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that self-identification protected and non-response reported. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Ethnicity, indigeneity and protected identity within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-24-b004", "type": "PARAGRAPH", "text": "For communities exposed to discrimination or forced assimilation, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Ethnicity, indigeneity and protected identity within Part VIII — Disability, language and identity: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-15", "REF-16" ] } ] }, { "id": "sec-iceqc-r-2023-10-25", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "25", "title": "Education under conflict and insecurity", "anchor": "25-education-under-conflict-and-insecurity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-25-b001", "type": "PARAGRAPH", "text": "The public value of education under conflict and insecurity lies in making unequal educational experience observable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Education under conflict and insecurity within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Here, the relevant phenomenon is access, attendance and learning where violence alters service and movement, not the administrative convenience of the available categories. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-25-b002", "type": "PARAGRAPH", "text": "The preferred construction is location- and time-specific observation with explicit coverage gaps. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Education under conflict and insecurity within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-25-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: absence caused by insecurity distinguished from ordinary dropout. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Education under conflict and insecurity within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-25-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include learners in insecure areas and host communities. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Education under conflict and insecurity within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-17", "REF-19" ] } ] }, { "id": "sec-iceqc-r-2023-10-26", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "26", "title": "Disaster-related interruption", "anchor": "26-disaster-related-interruption", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-26-b001", "type": "PARAGRAPH", "text": "The indicator question concerns loss of institutions, records, teaching time and household stability. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Disaster-related interruption within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Its object is not to divide a population into convenient labels, but to show whether educational opportunity is distributed in a manner that a national total cannot reveal. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-26-b002", "type": "PARAGRAPH", "text": "Measurement should use pre-event baseline, dated service status and affected population. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Disaster-related interruption within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-26-b003", "type": "PARAGRAPH", "text": "The governing caution is that rapid counts revised without erasing earlier uncertainty. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Disaster-related interruption within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-26-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for children displaced by the Haiti earthquake and other emergencies. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Disaster-related interruption within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-20", "REF-21" ] } ] }, { "id": "sec-iceqc-r-2023-10-27", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "27", "title": "Refugees, displaced persons and migrants", "anchor": "27-refugees-displaced-persons-and-migrants", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-27-b001", "type": "PARAGRAPH", "text": "Refugees, displaced persons and migrants should be approached as a defined measurement problem. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Refugees, displaced persons and migrants within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. The substantive interest is educational participation across changing legal and residential situations, observed for a population and period that are stated before calculation. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-27-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on status, origin, current location and service access recorded separately. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Refugees, displaced persons and migrants within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-27-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: mobility never converted into duplicate enrolment or unexplained disappearance. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Refugees, displaced persons and migrants within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-27-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether undocumented migrants, refugees and internally displaced learners are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Refugees, displaced persons and migrants within Part IX — Conflict, disaster and mobility: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-23", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2023-10-28", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "28", "title": "Teacher availability and distribution", "anchor": "28-teacher-availability-and-distribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-28-b001", "type": "PARAGRAPH", "text": "For teacher availability and distribution, the first requirement is conceptual clarity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Teacher availability and distribution within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. The study seeks evidence on access to competent teaching across schools and subjects; it does not infer a learner's circumstances from a national or regional mean. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-28-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is teachers present and assigned relative to learner and curriculum need. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Teacher availability and distribution within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-28-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that payroll totals not substituted for classroom availability. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Teacher availability and distribution within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-28-b004", "type": "PARAGRAPH", "text": "For schools serving poor, remote or displaced communities, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Teacher availability and distribution within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-01", "REF-07" ] } ] }, { "id": "sec-iceqc-r-2023-10-29", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "29", "title": "Class size, multi-grade teaching and time", "anchor": "29-class-size-multi-grade-teaching-and-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-29-b001", "type": "PARAGRAPH", "text": "A distribution-sensitive account of the instructional conditions experienced by learners begins by naming the decision the evidence may inform. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Class size, multi-grade teaching and time within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Without that purpose, disaggregation can multiply figures without improving public judgement. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-29-b002", "type": "PARAGRAPH", "text": "The preferred construction is class organisation, scheduled time and delivered time considered together. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Class size, multi-grade teaching and time within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-29-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: simple pupil-teacher ratios not treated as a complete quality measure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Class size, multi-grade teaching and time within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-29-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include early grades and mixed-age classes. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Class size, multi-grade teaching and time within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-02", "REF-03" ] } ] }, { "id": "sec-iceqc-r-2023-10-30", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "30", "title": "Materials, facilities and basic services", "anchor": "30-materials-facilities-and-basic-services", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-30-b001", "type": "PARAGRAPH", "text": "The public value of materials, facilities and basic services lies in making unequal educational experience observable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Materials, facilities and basic services within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Here, the relevant phenomenon is usable learning resources and safe, accessible school conditions, not the administrative convenience of the available categories. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-30-b002", "type": "PARAGRAPH", "text": "Measurement should use availability joined to condition, accessibility and regular use. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Materials, facilities and basic services within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-30-b003", "type": "PARAGRAPH", "text": "The governing caution is that delivery counts checked against learner access. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Materials, facilities and basic services within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-30-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for learners in temporary or damaged premises. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Materials, facilities and basic services within Part X — School conditions and teachers: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-04", "REF-06" ] } ] }, { "id": "sec-iceqc-r-2023-10-31", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "31", "title": "Public spending by level and function", "anchor": "31-public-spending-by-level-and-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-31-b001", "type": "PARAGRAPH", "text": "The indicator question concerns resources assigned to education purposes across the system. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Public spending by level and function within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Its object is not to divide a population into convenient labels, but to show whether educational opportunity is distributed in a manner that a national total cannot reveal. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-31-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on expenditure classified by level, recurrent or capital use and responsible body. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Public spending by level and function within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-31-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: budgets, commitments and actual expenditure distinguished. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Public spending by level and function within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-31-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether basic education services under fiscal pressure are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Public spending by level and function within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-08", "REF-09" ] } ] }, { "id": "sec-iceqc-r-2023-10-32", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "32", "title": "Incidence of education spending", "anchor": "32-incidence-of-education-spending", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-32-b001", "type": "PARAGRAPH", "text": "Incidence of education spending should be approached as a defined measurement problem. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Incidence of education spending within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. The substantive interest is who benefits from publicly financed places and services, observed for a population and period that are stated before calculation. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-32-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is unit resources combined with participation across population groups. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Incidence of education spending within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-32-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that benefit estimates not treated as household income. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Incidence of education spending within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-32-b004", "type": "PARAGRAPH", "text": "For groups excluded before public spending can reach them, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Incidence of education spending within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-10", "REF-12" ] } ] }, { "id": "sec-iceqc-r-2023-10-33", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "33", "title": "Protecting equity during fiscal constraint", "anchor": "33-protecting-equity-during-fiscal-constraint", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-33-b001", "type": "PARAGRAPH", "text": "For protecting equity during fiscal constraint, the first requirement is conceptual clarity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protecting equity during fiscal constraint within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. The study seeks evidence on whether reductions or delays fall disproportionately on weaker services; it does not infer a learner's circumstances from a national or regional mean. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-33-b002", "type": "PARAGRAPH", "text": "The preferred construction is dated finance and service indicators read together. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protecting equity during fiscal constraint within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-33-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: national totals tested against subnational allocation and household costs. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protecting equity during fiscal constraint within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-33-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include poor households and institutions with little financial reserve. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protecting equity during fiscal constraint within Part XI — Finance and distribution: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-13", "REF-14" ] } ] }, { "id": "sec-iceqc-r-2023-10-34", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "34", "title": "Administrative records", "anchor": "34-administrative-records", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-34-b001", "type": "PARAGRAPH", "text": "A distribution-sensitive account of regular learner, staff, facility and finance information begins by naming the decision the evidence may inform. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Administrative records within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Without that purpose, disaggregation can multiply figures without improving public judgement. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-34-b002", "type": "PARAGRAPH", "text": "Measurement should use clear definitions, reporting coverage and revision history. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Administrative records within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-34-b003", "type": "PARAGRAPH", "text": "The governing caution is that non-reporting institutions kept visible in aggregates. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Administrative records within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-34-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for small, private, non-formal and emergency providers. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Administrative records within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-15", "REF-16" ] } ] }, { "id": "sec-iceqc-r-2023-10-35", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "35", "title": "Household surveys", "anchor": "35-household-surveys", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-35-b001", "type": "PARAGRAPH", "text": "The public value of household surveys lies in making unequal educational experience observable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Household surveys within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Here, the relevant phenomenon is population-based evidence beyond enrolled learners, not the administrative convenience of the available categories. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-35-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on probability samples, weights and field dates documented. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Household surveys within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-35-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: sampling and non-response uncertainty carried into group comparisons. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Household surveys within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-35-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether small minorities and mobile households are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Household surveys within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-17", "REF-19" ] } ] }, { "id": "sec-iceqc-r-2023-10-36", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "36", "title": "Censuses and population frames", "anchor": "36-censuses-and-population-frames", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-36-b001", "type": "PARAGRAPH", "text": "The indicator question concerns broad population coverage and small-area denominators. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Censuses and population frames within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Its object is not to divide a population into convenient labels, but to show whether educational opportunity is distributed in a manner that a national total cannot reveal. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-36-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is enumeration date, usual residence and institutional coverage stated. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Censuses and population frames within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-36-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that long intervals and under-enumeration acknowledged. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Censuses and population frames within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-36-b004", "type": "PARAGRAPH", "text": "For homeless, displaced and geographically isolated people, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Censuses and population frames within Part XII — Data sources and measurement error: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-20", "REF-21" ] } ] }, { "id": "sec-iceqc-r-2023-10-37", "partId": "part-iceqc-r-2023-10-xiii", "parentId": null, "number": "37", "title": "Single-axis disaggregation", "anchor": "37-single-axis-disaggregation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-37-b001", "type": "PARAGRAPH", "text": "Single-axis disaggregation should be approached as a defined measurement problem. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Single-axis disaggregation within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. The substantive interest is separate reporting by sex, wealth, residence or another characteristic, observed for a population and period that are stated before calculation. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-37-b002", "type": "PARAGRAPH", "text": "The preferred construction is levels, gaps and denominators shown for each category. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Single-axis disaggregation within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-37-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: one axis not presented as a complete account of marginalisation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Single-axis disaggregation within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-37-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include groups whose disadvantage lies on another unmeasured dimension. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Single-axis disaggregation within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-23", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2023-10-38", "partId": "part-iceqc-r-2023-10-xiii", "parentId": null, "number": "38", "title": "Intersecting categories", "anchor": "38-intersecting-categories", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-38-b001", "type": "PARAGRAPH", "text": "For intersecting categories, the first requirement is conceptual clarity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Intersecting categories within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. The study seeks evidence on joint distributions such as sex by wealth and residence; it does not infer a learner's circumstances from a national or regional mean. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-38-b002", "type": "PARAGRAPH", "text": "Measurement should use pre-specified combinations with sufficient observations. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Intersecting categories within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-38-b003", "type": "PARAGRAPH", "text": "The governing caution is that empty or unstable cells reported honestly. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Intersecting categories within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-38-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for poor rural girls, disabled learners in remote areas and displaced minorities. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Intersecting categories within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-01", "REF-07" ] } ] }, { "id": "sec-iceqc-r-2023-10-39", "partId": "part-iceqc-r-2023-10-xiii", "parentId": null, "number": "39", "title": "Small numbers, disclosure and reliability", "anchor": "39-small-numbers-disclosure-and-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-39-b001", "type": "PARAGRAPH", "text": "A distribution-sensitive account of useful detail without unreliable estimates or identification begins by naming the decision the evidence may inform. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Small numbers, disclosure and reliability within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Without that purpose, disaggregation can multiply figures without improving public judgement. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-20", "REF-21" ] }, { "id": "sec-iceqc-r-2023-10-39-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on suppression, aggregation or qualitative evidence chosen proportionately. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Small numbers, disclosure and reliability within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-39-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: confidentiality decisions separated from claims that no disparity exists. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Small numbers, disclosure and reliability within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-39-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether small communities and learners with rare characteristics are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Small numbers, disclosure and reliability within Part XIII — Disaggregation and intersection: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-02", "REF-03" ] } ] }, { "id": "sec-iceqc-r-2023-10-40", "partId": "part-iceqc-r-2023-10-xiv", "parentId": null, "number": "40", "title": "Comparing unlike systems", "anchor": "40-comparing-unlike-systems", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-40-b001", "type": "PARAGRAPH", "text": "The public value of comparing unlike systems lies in making unequal educational experience observable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Comparing unlike systems within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Here, the relevant phenomenon is cross-country patterns based on harmonised but bounded concepts, not the administrative convenience of the available categories. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-40-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is metadata tests before numerical comparison. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Comparing unlike systems within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-40-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that differences in programme structure and classification remain visible. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Comparing unlike systems within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-40-b004", "type": "PARAGRAPH", "text": "For countries with incomplete or rapidly changing systems, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Comparing unlike systems within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-04", "REF-06" ] } ] }, { "id": "sec-iceqc-r-2023-10-41", "partId": "part-iceqc-r-2023-10-xiv", "parentId": null, "number": "41", "title": "Sampling error and other uncertainty", "anchor": "41-sampling-error-and-other-uncertainty", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-41-b001", "type": "PARAGRAPH", "text": "The indicator question concerns the range of values reasonably compatible with the observations. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Sampling error and other uncertainty within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Its object is not to divide a population into convenient labels, but to show whether educational opportunity is distributed in a manner that a national total cannot reveal. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-01", "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-41-b002", "type": "PARAGRAPH", "text": "The preferred construction is standard errors, design effects and data-quality qualifications. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Sampling error and other uncertainty within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-41-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: rank differences smaller than uncertainty not interpreted. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Sampling error and other uncertainty within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-41-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include small disaggregated populations. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Sampling error and other uncertainty within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-08", "REF-09" ] } ] }, { "id": "sec-iceqc-r-2023-10-42", "partId": "part-iceqc-r-2023-10-xiv", "parentId": null, "number": "42", "title": "Trends and breaks in series", "anchor": "42-trends-and-breaks-in-series", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-42-b001", "type": "PARAGRAPH", "text": "Trends and breaks in series should be approached as a defined measurement problem. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Trends and breaks in series within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. The substantive interest is change over time under stable definitions and populations, observed for a population and period that are stated before calculation. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-42-b002", "type": "PARAGRAPH", "text": "Measurement should use parallel reporting where methods or boundaries change. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Trends and breaks in series within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This formulation requires the reporting body to preserve the population base and the observation period beside the result. Counts reveal scale; rates permit comparison; neither is sufficient alone. Source coverage must be tested before sources are combined. School returns may describe enrolled learners well while saying little about children outside institutions, whereas household enquiries may reach non-enrolled children but provide limited school detail. Reconciliation should record what each source can and cannot represent. Where estimates are revised, both the reason and effect of revision should remain accessible.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-42-b003", "type": "PARAGRAPH", "text": "The governing caution is that revisions and discontinuities marked at the point of change. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Trends and breaks in series within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Disparity measures should not replace the underlying distributions. A difference in means may reflect the lower tail, the upper tail or change across the whole range; these possibilities call for different responses. Percentage-point gaps, ratios and relative risks answer different questions and should not be exchanged without explanation. The comparison should identify the reference category but avoid presenting it as a natural norm. Policy significance depends upon the educational consequence and the number of learners affected, not solely upon statistical separation.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-42-b004", "type": "PARAGRAPH", "text": "Particular scrutiny is required for groups entering the data only after improved coverage. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Trends and breaks in series within Part XIV — Comparison, uncertainty and change: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Their circumstances may alter access to enumeration, classification and the service being measured. The review should record non-response, unknown status and excluded locations separately. Combining unknown observations with the majority group biases both estimates and obscures the weakness. Where sample size is limited, several years or compatible areas may sometimes be combined, provided the loss of time or place specificity is stated. Where combination would be misleading, a descriptive case record can establish a service problem without pretending to estimate prevalence.", "citationIds": [ "REF-10", "REF-12" ] } ] }, { "id": "sec-iceqc-r-2023-10-43", "partId": "part-iceqc-r-2023-10-xv", "parentId": null, "number": "43", "title": "Reading disparity without blaming learners", "anchor": "43-reading-disparity-without-blaming-learners", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-43-b001", "type": "PARAGRAPH", "text": "For reading disparity without blaming learners, the first requirement is conceptual clarity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Reading disparity without blaming learners within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. The study seeks evidence on institutional and social conditions associated with unequal outcomes; it does not infer a learner's circumstances from a national or regional mean. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-43-b002", "type": "PARAGRAPH", "text": "A defensible statistic would be based on descriptive findings separated from causal claims. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Reading disparity without blaming learners within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The definition should be fixed for the comparison at hand and deviations recorded. Analysts need to show whether the observation refers to a stock on one date, activity over a period or a flow between states. This distinction is essential for participation and progression. The estimate should retain its unrounded numerator and denominator for checking, although published precision should not exceed data quality. When several sources exist, consistency is evidence to consider, not proof that common error is absent.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-43-b003", "type": "PARAGRAPH", "text": "The analytical rule is clear: group identity never treated as a mechanism by itself. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Reading disparity without blaming learners within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Results should be tested for sensitivity to plausible alternative definitions, particularly where age bands, residence, wealth grouping or programme equivalence are involved. If a conclusion changes under a reasonable specification, that instability is part of the finding. National averages should remain available as context, yet never as a substitute for the distribution. Nor should a group estimate be read as a description of every member. Within-group variation and unmeasured intersecting conditions remain material.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-43-b004", "type": "PARAGRAPH", "text": "An adequate equity account asks whether communities subject to stigma are represented at each stage: population frame, collection, valid response, classification, analysis and publication. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Reading disparity without blaming learners within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Attrition at any stage can produce an apparently complete indicator from a selective population. Field arrangements need relevant languages, accessible formats and safe participation. Analysts should also examine who answers on behalf of whom, since proxy response may be necessary yet less reliable for attendance, impairment or discrimination. Missingness is itself patterned evidence when it clusters by location or social condition, although its magnitude should not be guessed.", "citationIds": [ "REF-13", "REF-14" ] } ] }, { "id": "sec-iceqc-r-2023-10-44", "partId": "part-iceqc-r-2023-10-xv", "parentId": null, "number": "44", "title": "Turning evidence into equitable policy", "anchor": "44-turning-evidence-into-equitable-policy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-44-b001", "type": "PARAGRAPH", "text": "A distribution-sensitive account of a decision rule linking disparity to service, finance or legal responsibility begins by naming the decision the evidence may inform. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Turning evidence into equitable policy within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Without that purpose, disaggregation can multiply figures without improving public judgement. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-44-b002", "type": "PARAGRAPH", "text": "Operationally, the measure is baseline, intended reach, implementation evidence and review date. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Turning evidence into equitable policy within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Its metadata should travel with every published value. At minimum this includes population, geography, date, collection method, classification and known exclusions. A national estimate assembled from local reports should disclose reporting completeness and treatment of missing institutions. A survey estimate should disclose weights and uncertainty. A census figure should disclose enumeration rules. These are substantive attributes because they determine who can appear in the evidence. A figure detached from them may be arithmetically correct yet unsuitable for an equity judgement.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-44-b003", "type": "PARAGRAPH", "text": "Use of the indicator is bounded by the principle that targets accompanied by distributional safeguards. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Turning evidence into equitable policy within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A responsible commentary distinguishes observation, calculation and interpretation. It states whether a disparity is large in educational terms, whether it is estimated precisely enough for the proposed comparison and whether it persists across sources or periods. It does not assign cause from a cross-sectional difference. Apparent exceptions should be examined rather than removed, because they may reveal classification error, a local policy difference or a population not adequately represented elsewhere.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-44-b004", "type": "PARAGRAPH", "text": "For learners farthest below a secured minimum, a single group label may conceal important internal differences. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Turning evidence into equitable policy within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Disaggregation should proceed far enough to reveal a plausible service disparity but stop before estimates become unsafe or persons identifiable. This balance is contextual rather than mechanical. It should involve statistical judgement, legal safeguards and knowledge of the affected community. Suppression rules need explanation, and restricted analysis may be preferable to public release of small cells. The public report can still state that a disparity was examined, whether action is required and which body will monitor it.", "citationIds": [ "REF-15", "REF-16" ] } ] }, { "id": "sec-iceqc-r-2023-10-45", "partId": "part-iceqc-r-2023-10-xv", "parentId": null, "number": "45", "title": "A public account beyond the average", "anchor": "45-a-public-account-beyond-the-average", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-45-b001", "type": "PARAGRAPH", "text": "The public value of a public account beyond the average lies in making unequal educational experience observable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on A public account beyond the average within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Here, the relevant phenomenon is a concise national statement of level, distribution, missingness and remedy, not the administrative convenience of the available categories. The measure should preserve both the observed level and the distribution relevant to the claim. A national figure remains necessary for scale and direction, yet it cannot answer which learners receive the service, how far groups lie from an acceptable minimum or whether apparent progress reflects changed coverage. The report should state the educational consequence before choosing a gap, ratio, threshold or rank.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-45-b002", "type": "PARAGRAPH", "text": "The preferred construction is national totals presented beside selected group and place indicators. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on A public account beyond the average within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Numerator, denominator, reference date, unit and exclusions should appear together. If a proportion is reported, its underlying population count remains material: identical percentages can describe very different evidentiary strength and numbers of affected learners. Administrative records should be reconciled with population-based evidence where their coverage differs. A discrepancy is not resolved by selecting the more favourable source. It should require examination of definitions, timing, migration, duplication and non-response. The resulting indicator should be reproducible from stated components, while any necessary estimation remains distinguishable from direct observation.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-45-b003", "type": "PARAGRAPH", "text": "Interpretation follows this limitation: progress claims bounded by evidence coverage and unresolved gaps. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on A public account beyond the average within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The comparison should show the level for each group as well as any ratio or gap. A ratio can approach one because the more advantaged group deteriorates; a small absolute gap can coexist with severe deprivation for all groups. Reference points therefore need substantive meaning. Where a minimum entitlement or policy threshold is relevant, the distance of every group from that threshold should be visible. Statistical association can identify where disadvantage is concentrated, but it does not establish why the disparity arose. Explanation requires evidence on institutions, resources, households and prior conditions.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-45-b004", "type": "PARAGRAPH", "text": "The distributional review must deliberately include every learner otherwise hidden by a successful average. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on A public account beyond the average within Part XV — Responsible interpretation and action: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. These populations may be missing not only from good outcomes but from the denominator itself. Coverage assessment should compare survey frames, census listings, administrative registers and local knowledge without assuming that any one is complete. If direct estimation is impossible, the report should state the evidence gap and use appropriate qualitative or service information rather than assign zero. Confidentiality is essential, especially where identity or status creates risk. Protection, however, should lead to careful access and publication rules; it should not make an affected population analytically disappear.", "citationIds": [ "REF-17", "REF-19" ] } ] }, { "id": "sec-iceqc-r-2023-10-46", "partId": "part-iceqc-r-2023-10-xvi", "parentId": null, "number": "46", "title": "Composite measures and the loss of meaning", "anchor": "46-composite-measures-and-the-loss-of-meaning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-46-b001", "type": "PARAGRAPH", "text": "The analytical purpose is combining several dimensions into a summary measure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Composite measures and the loss of meaning within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. That purpose should be written before the calculation because method follows the intended inference. The evidence base comprises participation, completion, learning and school conditions, each of which describes a different feature of educational opportunity. A result is useful only if a reader can identify the represented population, the reference period and the educational consequence attached to movement. The national total supplies context, while the distribution tests whether the total is shared. Where the measure condenses several observations, its construction must remain open to reconstruction from the underlying values. Where it separates groups, classifications must be lawful, meaningful and sufficiently stable for the comparison.", "citationIds": [ "REF-01", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-46-b002", "type": "PARAGRAPH", "text": "The principal methodological questions concern weights, normalisation and substitution. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Composite measures and the loss of meaning within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Choices on these matters are not neutral presentation details. They determine how strongly one component, place or population can influence the conclusion. A defensible choice begins with the substantive education question and is then tested against alternative reasonable specifications. If the headline conclusion changes materially, the range of results should be reported. Sensitivity does not make the exercise useless; it prevents a conventional choice from appearing inevitable. Documentation should also state which observations are direct, which are estimated and which are unavailable. Missing values should remain missing unless an explicit estimation method and its effect are shown.", "citationIds": [ "REF-02", "REF-04" ] }, { "id": "sec-iceqc-r-2023-10-46-b003", "type": "PARAGRAPH", "text": "The main interpretive danger is a low value in one dimension being concealed by a high value in another. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Composite measures and the loss of meaning within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Avoiding it requires the underlying counts and distributions to remain visible beside any summary. Analysts should check whether an apparently favourable result arose through changed coverage, population movement, reclassification or concentration on cases nearest a threshold. A disparity can narrow because the better-served group deteriorates, while a composite score can improve although a protected minimum worsens. Direction must therefore be joined to adequacy. Comparison should also examine absolute numbers: a smaller rate in a growing population may still correspond to more learners without the secured opportunity. No result should be described as equitable solely because one relative measure improved.", "citationIds": [ "REF-05", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-46-b004", "type": "PARAGRAPH", "text": "Source quality should be considered dimension by dimension. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Composite measures and the loss of meaning within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Administrative returns may provide frequent local detail but exclude non-participants and non-reporting institutions. Surveys can represent households beyond formal education, subject to sample size, field access and response. Censuses can support small-area denominators at longer intervals, while enumeration rules and population movement affect coverage. A record of agreement should follow reconciliation of concepts rather than simple numerical proximity. A record of disagreement should identify plausible sources and the decision consequence. If the available evidence does not support a proposed level of disaggregation, the limitation should appear in the finding rather than in a remote methodological note.", "citationIds": [ "REF-08", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-46-b005", "type": "PARAGRAPH", "text": "Equity review asks who can disappear during construction of the measure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Composite measures and the loss of meaning within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Learners outside school, people in temporary settlements, small language communities, persons with disabilities and households beyond a survey frame can all be absent before analysis begins. Analysts should compare coverage against independent population and service information and preserve an unknown category where classification is incomplete. Small cells require protection against disclosure and caution about statistical stability. These duties do not justify silence about a serious disparity. The public account may report a broader group, a range, a qualitative service failure or restricted findings, provided that it states what cannot safely be quantified and which body is responsible for better evidence.", "citationIds": [ "REF-13", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-46-b006", "type": "PARAGRAPH", "text": "The policy user is policy-makers deciding whether a summary aids or obscures resource allocation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Composite measures and the loss of meaning within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Evidence should lead to a stated decision class: immediate removal of an access barrier, redistribution of staff or finance, further investigation, amendment of a classification, or evaluation of an existing measure. The certainty required depends upon the consequence. Credible indications of severe exclusion can justify protective action before exact prevalence is known, whereas durable allocation formulas require review as evidence improves. Every response should name the expected population reach and the later observation that will test it. Otherwise a disparity can generate activity without demonstrating that conditions changed for the intended learners.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-46-b007", "type": "PARAGRAPH", "text": "Participation by affected communities strengthens both interpretation and legitimacy. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Composite measures and the loss of meaning within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Local knowledge can identify seasonal movement, unsafe routes, hidden household costs, language use and service boundaries that national categories miss. Consultation should not be treated as statistical verification, nor should a survey estimate displace credible evidence of a local barrier. The two forms answer different questions. Authorities should provide accessible explanations of definitions and invite correction where categories misdescribe experience. Feedback needs a recorded route into classification, service design or further enquiry. People should not be asked repeatedly for sensitive information when no competent body can act upon the answer.", "citationIds": [ "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2023-10-46-b008", "type": "PARAGRAPH", "text": "Final reporting should give a clear institutional judgement. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Composite measures and the loss of meaning within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. It should state what the evidence shows, the strength and limits of that conclusion, the people and places most affected, the action within public authority and the date for review. Changes to definitions, boundaries or population estimates should appear at the point where a series changes. Earlier values should remain available so that revision is not mistaken for real progress. A concise account can carry considerable density when every figure retains its population and consequence. The objective is not maximum numerical output. It is a trustworthy connection between unequal educational experience, public responsibility and corrective action.", "citationIds": [ "REF-23", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2023-10-47", "partId": "part-iceqc-r-2023-10-xvi", "parentId": null, "number": "47", "title": "Decomposing an observed education gap", "anchor": "47-decomposing-an-observed-education-gap", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-47-b001", "type": "PARAGRAPH", "text": "The analytical purpose is examining how a national disparity is distributed across places and population groups. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Decomposing an observed education gap within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. That purpose should be written before the calculation because method follows the intended inference. The evidence base comprises within-group and between-group differences, each of which describes a different feature of educational opportunity. A result is useful only if a reader can identify the represented population, the reference period and the educational consequence attached to movement. The national total supplies context, while the distribution tests whether the total is shared. Where the measure condenses several observations, its construction must remain open to reconstruction from the underlying values. Where it separates groups, classifications must be lawful, meaningful and sufficiently stable for the comparison.", "citationIds": [ "REF-02", "REF-04" ] }, { "id": "sec-iceqc-r-2023-10-47-b002", "type": "PARAGRAPH", "text": "The principal methodological questions concern population shares, outcome levels and overlapping membership. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Decomposing an observed education gap within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Choices on these matters are not neutral presentation details. They determine how strongly one component, place or population can influence the conclusion. A defensible choice begins with the substantive education question and is then tested against alternative reasonable specifications. If the headline conclusion changes materially, the range of results should be reported. Sensitivity does not make the exercise useless; it prevents a conventional choice from appearing inevitable. Documentation should also state which observations are direct, which are estimated and which are unavailable. Missing values should remain missing unless an explicit estimation method and its effect are shown.", "citationIds": [ "REF-05", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-47-b003", "type": "PARAGRAPH", "text": "The main interpretive danger is treating a descriptive decomposition as proof of cause. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Decomposing an observed education gap within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Avoiding it requires the underlying counts and distributions to remain visible beside any summary. Analysts should check whether an apparently favourable result arose through changed coverage, population movement, reclassification or concentration on cases nearest a threshold. A disparity can narrow because the better-served group deteriorates, while a composite score can improve although a protected minimum worsens. Direction must therefore be joined to adequacy. Comparison should also examine absolute numbers: a smaller rate in a growing population may still correspond to more learners without the secured opportunity. No result should be described as equitable solely because one relative measure improved.", "citationIds": [ "REF-08", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-47-b004", "type": "PARAGRAPH", "text": "The policy user is authorities locating where further enquiry and action are warranted. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Decomposing an observed education gap within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Evidence should lead to a stated decision class: immediate removal of an access barrier, redistribution of staff or finance, further investigation, amendment of a classification, or evaluation of an existing measure. The certainty required depends upon the consequence. Credible indications of severe exclusion can justify protective action before exact prevalence is known, whereas durable allocation formulas require review as evidence improves. Every response should name the expected population reach and the later observation that will test it. Otherwise a disparity can generate activity without demonstrating that conditions changed for the intended learners.", "citationIds": [ "REF-21", "REF-23" ] } ] }, { "id": "sec-iceqc-r-2023-10-48", "partId": "part-iceqc-r-2023-10-xvi", "parentId": null, "number": "48", "title": "Setting distribution-sensitive targets", "anchor": "48-setting-distribution-sensitive-targets", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-48-b001", "type": "PARAGRAPH", "text": "The analytical purpose is expressing progress as improvement in secured minimums and unjustified gaps. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Setting distribution-sensitive targets within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. That purpose should be written before the calculation because method follows the intended inference. The evidence base comprises the national level, the least-served group and the lower tail of the distribution, each of which describes a different feature of educational opportunity. A result is useful only if a reader can identify the represented population, the reference period and the educational consequence attached to movement. The national total supplies context, while the distribution tests whether the total is shared. Where the measure condenses several observations, its construction must remain open to reconstruction from the underlying values. Where it separates groups, classifications must be lawful, meaningful and sufficiently stable for the comparison.", "citationIds": [ "REF-05", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-48-b002", "type": "PARAGRAPH", "text": "The principal methodological questions concern baseline stability, ambition and safeguards against exclusion. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Setting distribution-sensitive targets within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Choices on these matters are not neutral presentation details. They determine how strongly one component, place or population can influence the conclusion. A defensible choice begins with the substantive education question and is then tested against alternative reasonable specifications. If the headline conclusion changes materially, the range of results should be reported. Sensitivity does not make the exercise useless; it prevents a conventional choice from appearing inevitable. Documentation should also state which observations are direct, which are estimated and which are unavailable. Missing values should remain missing unless an explicit estimation method and its effect are shown.", "citationIds": [ "REF-08", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-48-b003", "type": "PARAGRAPH", "text": "The main interpretive danger is meeting a mean target while abandoning those farthest behind. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Setting distribution-sensitive targets within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Avoiding it requires the underlying counts and distributions to remain visible beside any summary. Analysts should check whether an apparently favourable result arose through changed coverage, population movement, reclassification or concentration on cases nearest a threshold. A disparity can narrow because the better-served group deteriorates, while a composite score can improve although a protected minimum worsens. Direction must therefore be joined to adequacy. Comparison should also examine absolute numbers: a smaller rate in a growing population may still correspond to more learners without the secured opportunity. No result should be described as equitable solely because one relative measure improved.", "citationIds": [ "REF-13", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-48-b004", "type": "PARAGRAPH", "text": "The policy user is governments linking national commitments to subnational delivery. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Setting distribution-sensitive targets within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Evidence should lead to a stated decision class: immediate removal of an access barrier, redistribution of staff or finance, further investigation, amendment of a classification, or evaluation of an existing measure. The certainty required depends upon the consequence. Credible indications of severe exclusion can justify protective action before exact prevalence is known, whereas durable allocation formulas require review as evidence improves. Every response should name the expected population reach and the later observation that will test it. Otherwise a disparity can generate activity without demonstrating that conditions changed for the intended learners.", "citationIds": [ "REF-23", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2023-10-49", "partId": "part-iceqc-r-2023-10-xvi", "parentId": null, "number": "49", "title": "Linking learners to service geography", "anchor": "49-linking-learners-to-service-geography", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-49-b001", "type": "PARAGRAPH", "text": "The analytical purpose is relating participation and learning to the location and capacity of education services. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Linking learners to service geography within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. That purpose should be written before the calculation because method follows the intended inference. The evidence base comprises settlement populations, travel conditions, schools, teachers and programme levels, each of which describes a different feature of educational opportunity. A result is useful only if a reader can identify the represented population, the reference period and the educational consequence attached to movement. The national total supplies context, while the distribution tests whether the total is shared. Where the measure condenses several observations, its construction must remain open to reconstruction from the underlying values. Where it separates groups, classifications must be lawful, meaningful and sufficiently stable for the comparison.", "citationIds": [ "REF-08", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-49-b002", "type": "PARAGRAPH", "text": "The principal methodological questions concern geographical scale, boundary effects and facility catchments. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Linking learners to service geography within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Choices on these matters are not neutral presentation details. They determine how strongly one component, place or population can influence the conclusion. A defensible choice begins with the substantive education question and is then tested against alternative reasonable specifications. If the headline conclusion changes materially, the range of results should be reported. Sensitivity does not make the exercise useless; it prevents a conventional choice from appearing inevitable. Documentation should also state which observations are direct, which are estimated and which are unavailable. Missing values should remain missing unless an explicit estimation method and its effect are shown.", "citationIds": [ "REF-13", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-49-b003", "type": "PARAGRAPH", "text": "The main interpretive danger is assuming the nearest mapped institution is accessible or appropriate. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Linking learners to service geography within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Avoiding it requires the underlying counts and distributions to remain visible beside any summary. Analysts should check whether an apparently favourable result arose through changed coverage, population movement, reclassification or concentration on cases nearest a threshold. A disparity can narrow because the better-served group deteriorates, while a composite score can improve although a protected minimum worsens. Direction must therefore be joined to adequacy. Comparison should also examine absolute numbers: a smaller rate in a growing population may still correspond to more learners without the secured opportunity. No result should be described as equitable solely because one relative measure improved.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-49-b004", "type": "PARAGRAPH", "text": "The policy user is planners choosing sites, transport support and teacher deployment. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Linking learners to service geography within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Evidence should lead to a stated decision class: immediate removal of an access barrier, redistribution of staff or finance, further investigation, amendment of a classification, or evaluation of an existing measure. The certainty required depends upon the consequence. Credible indications of severe exclusion can justify protective action before exact prevalence is known, whereas durable allocation formulas require review as evidence improves. Every response should name the expected population reach and the later observation that will test it. Otherwise a disparity can generate activity without demonstrating that conditions changed for the intended learners.", "citationIds": [ "REF-01", "REF-03" ] } ] }, { "id": "sec-iceqc-r-2023-10-50", "partId": "part-iceqc-r-2023-10-xvi", "parentId": null, "number": "50", "title": "Reconciling conflicting sources", "anchor": "50-reconciling-conflicting-sources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-50-b001", "type": "PARAGRAPH", "text": "The analytical purpose is interpreting differences between administrative, survey and census estimates. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Reconciling conflicting sources within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. That purpose should be written before the calculation because method follows the intended inference. The evidence base comprises coverage, timing, concepts and reporting incentives, each of which describes a different feature of educational opportunity. A result is useful only if a reader can identify the represented population, the reference period and the educational consequence attached to movement. The national total supplies context, while the distribution tests whether the total is shared. Where the measure condenses several observations, its construction must remain open to reconstruction from the underlying values. Where it separates groups, classifications must be lawful, meaningful and sufficiently stable for the comparison.", "citationIds": [ "REF-13", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-50-b002", "type": "PARAGRAPH", "text": "The principal methodological questions concern a documented comparison of population and variable definitions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Reconciling conflicting sources within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Choices on these matters are not neutral presentation details. They determine how strongly one component, place or population can influence the conclusion. A defensible choice begins with the substantive education question and is then tested against alternative reasonable specifications. If the headline conclusion changes materially, the range of results should be reported. Sensitivity does not make the exercise useless; it prevents a conventional choice from appearing inevitable. Documentation should also state which observations are direct, which are estimated and which are unavailable. Missing values should remain missing unless an explicit estimation method and its effect are shown.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-50-b003", "type": "PARAGRAPH", "text": "The main interpretive danger is averaging incompatible estimates into an apparently precise figure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Reconciling conflicting sources within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Avoiding it requires the underlying counts and distributions to remain visible beside any summary. Analysts should check whether an apparently favourable result arose through changed coverage, population movement, reclassification or concentration on cases nearest a threshold. A disparity can narrow because the better-served group deteriorates, while a composite score can improve although a protected minimum worsens. Direction must therefore be joined to adequacy. Comparison should also examine absolute numbers: a smaller rate in a growing population may still correspond to more learners without the secured opportunity. No result should be described as equitable solely because one relative measure improved.", "citationIds": [ "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2023-10-50-b004", "type": "PARAGRAPH", "text": "The policy user is statistical authorities issuing one bounded account with visible uncertainty. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Reconciling conflicting sources within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Evidence should lead to a stated decision class: immediate removal of an access barrier, redistribution of staff or finance, further investigation, amendment of a classification, or evaluation of an existing measure. The certainty required depends upon the consequence. Credible indications of severe exclusion can justify protective action before exact prevalence is known, whereas durable allocation formulas require review as evidence improves. Every response should name the expected population reach and the later observation that will test it. Otherwise a disparity can generate activity without demonstrating that conditions changed for the intended learners.", "citationIds": [ "REF-02", "REF-04" ] } ] }, { "id": "sec-iceqc-r-2023-10-51", "partId": "part-iceqc-r-2023-10-xvi", "parentId": null, "number": "51", "title": "Monitoring marginalisation during severe disruption", "anchor": "51-monitoring-marginalisation-during-severe-disruption", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-51-b001", "type": "PARAGRAPH", "text": "The analytical purpose is maintaining useful distributional evidence when populations and services move rapidly. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring marginalisation during severe disruption within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. That purpose should be written before the calculation because method follows the intended inference. The evidence base comprises rapid counts, restored administrative returns and household evidence, each of which describes a different feature of educational opportunity. A result is useful only if a reader can identify the represented population, the reference period and the educational consequence attached to movement. The national total supplies context, while the distribution tests whether the total is shared. Where the measure condenses several observations, its construction must remain open to reconstruction from the underlying values. Where it separates groups, classifications must be lawful, meaningful and sufficiently stable for the comparison.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-51-b002", "type": "PARAGRAPH", "text": "The principal methodological questions concern dated estimates, revision practice and minimal essential classifications. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring marginalisation during severe disruption within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Choices on these matters are not neutral presentation details. They determine how strongly one component, place or population can influence the conclusion. A defensible choice begins with the substantive education question and is then tested against alternative reasonable specifications. If the headline conclusion changes materially, the range of results should be reported. Sensitivity does not make the exercise useless; it prevents a conventional choice from appearing inevitable. Documentation should also state which observations are direct, which are estimated and which are unavailable. Missing values should remain missing unless an explicit estimation method and its effect are shown.", "citationIds": [ "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2023-10-51-b003", "type": "PARAGRAPH", "text": "The main interpretive danger is using an unstable emergency denominator to assert durable improvement. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring marginalisation during severe disruption within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Avoiding it requires the underlying counts and distributions to remain visible beside any summary. Analysts should check whether an apparently favourable result arose through changed coverage, population movement, reclassification or concentration on cases nearest a threshold. A disparity can narrow because the better-served group deteriorates, while a composite score can improve although a protected minimum worsens. Direction must therefore be joined to adequacy. Comparison should also examine absolute numbers: a smaller rate in a growing population may still correspond to more learners without the secured opportunity. No result should be described as equitable solely because one relative measure improved.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-51-b004", "type": "PARAGRAPH", "text": "The policy user is authorities protecting access while rebuilding regular statistics. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring marginalisation during severe disruption within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Evidence should lead to a stated decision class: immediate removal of an access barrier, redistribution of staff or finance, further investigation, amendment of a classification, or evaluation of an existing measure. The certainty required depends upon the consequence. Credible indications of severe exclusion can justify protective action before exact prevalence is known, whereas durable allocation formulas require review as evidence improves. Every response should name the expected population reach and the later observation that will test it. Otherwise a disparity can generate activity without demonstrating that conditions changed for the intended learners.", "citationIds": [ "REF-05", "REF-06" ] } ] }, { "id": "sec-iceqc-r-2023-10-52", "partId": "part-iceqc-r-2023-10-xvi", "parentId": null, "number": "52", "title": "Communicating uncertainty without losing urgency", "anchor": "52-communicating-uncertainty-without-losing-urgency", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-52-b001", "type": "PARAGRAPH", "text": "The analytical purpose is explaining what is known strongly enough to justify action and what remains unresolved. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Communicating uncertainty without losing urgency within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. That purpose should be written before the calculation because method follows the intended inference. The evidence base comprises point estimates, ranges, quality statements and missing populations, each of which describes a different feature of educational opportunity. A result is useful only if a reader can identify the represented population, the reference period and the educational consequence attached to movement. The national total supplies context, while the distribution tests whether the total is shared. Where the measure condenses several observations, its construction must remain open to reconstruction from the underlying values. Where it separates groups, classifications must be lawful, meaningful and sufficiently stable for the comparison.", "citationIds": [ "REF-21", "REF-23" ] }, { "id": "sec-iceqc-r-2023-10-52-b002", "type": "PARAGRAPH", "text": "The principal methodological questions concern plain institutional language joined to exact metadata. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Communicating uncertainty without losing urgency within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Choices on these matters are not neutral presentation details. They determine how strongly one component, place or population can influence the conclusion. A defensible choice begins with the substantive education question and is then tested against alternative reasonable specifications. If the headline conclusion changes materially, the range of results should be reported. Sensitivity does not make the exercise useless; it prevents a conventional choice from appearing inevitable. Documentation should also state which observations are direct, which are estimated and which are unavailable. Missing values should remain missing unless an explicit estimation method and its effect are shown.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-52-b003", "type": "PARAGRAPH", "text": "The main interpretive danger is presenting caution as a reason for inaction or urgency as a reason for overstatement. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Communicating uncertainty without losing urgency within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Avoiding it requires the underlying counts and distributions to remain visible beside any summary. Analysts should check whether an apparently favourable result arose through changed coverage, population movement, reclassification or concentration on cases nearest a threshold. A disparity can narrow because the better-served group deteriorates, while a composite score can improve although a protected minimum worsens. Direction must therefore be joined to adequacy. Comparison should also examine absolute numbers: a smaller rate in a growing population may still correspond to more learners without the secured opportunity. No result should be described as equitable solely because one relative measure improved.", "citationIds": [ "REF-01", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-52-b004", "type": "PARAGRAPH", "text": "The policy user is the public, affected communities and responsible decision-makers. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Communicating uncertainty without losing urgency within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Evidence should lead to a stated decision class: immediate removal of an access barrier, redistribution of staff or finance, further investigation, amendment of a classification, or evaluation of an existing measure. The certainty required depends upon the consequence. Credible indications of severe exclusion can justify protective action before exact prevalence is known, whereas durable allocation formulas require review as evidence improves. Every response should name the expected population reach and the later observation that will test it. Otherwise a disparity can generate activity without demonstrating that conditions changed for the intended learners.", "citationIds": [ "REF-08", "REF-12" ] } ] }, { "id": "sec-iceqc-r-2023-10-53", "partId": "part-iceqc-r-2023-10-xvi", "parentId": null, "number": "53", "title": "A national marginalisation profile", "anchor": "53-a-national-marginalisation-profile", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-53-b001", "type": "PARAGRAPH", "text": "The analytical purpose is assembling a concise recurring account beyond the national average. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on A national marginalisation profile within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. That purpose should be written before the calculation because method follows the intended inference. The evidence base comprises population, access, progression, learning, conditions, finance and unresolved evidence gaps, each of which describes a different feature of educational opportunity. A result is useful only if a reader can identify the represented population, the reference period and the educational consequence attached to movement. The national total supplies context, while the distribution tests whether the total is shared. Where the measure condenses several observations, its construction must remain open to reconstruction from the underlying values. Where it separates groups, classifications must be lawful, meaningful and sufficiently stable for the comparison.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-53-b002", "type": "PARAGRAPH", "text": "The principal methodological questions concern a stable core with context-specific distributions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on A national marginalisation profile within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Choices on these matters are not neutral presentation details. They determine how strongly one component, place or population can influence the conclusion. A defensible choice begins with the substantive education question and is then tested against alternative reasonable specifications. If the headline conclusion changes materially, the range of results should be reported. Sensitivity does not make the exercise useless; it prevents a conventional choice from appearing inevitable. Documentation should also state which observations are direct, which are estimated and which are unavailable. Missing values should remain missing unless an explicit estimation method and its effect are shown.", "citationIds": [ "REF-01", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-53-b003", "type": "PARAGRAPH", "text": "The main interpretive danger is creating an encyclopaedia of indicators without decision priority. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on A national marginalisation profile within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Avoiding it requires the underlying counts and distributions to remain visible beside any summary. Analysts should check whether an apparently favourable result arose through changed coverage, population movement, reclassification or concentration on cases nearest a threshold. A disparity can narrow because the better-served group deteriorates, while a composite score can improve although a protected minimum worsens. Direction must therefore be joined to adequacy. Comparison should also examine absolute numbers: a smaller rate in a growing population may still correspond to more learners without the secured opportunity. No result should be described as equitable solely because one relative measure improved.", "citationIds": [ "REF-02", "REF-04" ] }, { "id": "sec-iceqc-r-2023-10-53-b004", "type": "PARAGRAPH", "text": "The policy user is parliament, ministries, local authorities and communities reviewing educational equity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on A national marginalisation profile within Part XVI — Applied distributional analysis: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Evidence should lead to a stated decision class: immediate removal of an access barrier, redistribution of staff or finance, further investigation, amendment of a classification, or evaluation of an existing measure. The certainty required depends upon the consequence. Credible indications of severe exclusion can justify protective action before exact prevalence is known, whereas durable allocation formulas require review as evidence improves. Every response should name the expected population reach and the later observation that will test it. Otherwise a disparity can generate activity without demonstrating that conditions changed for the intended learners.", "citationIds": [ "REF-13", "REF-16" ] } ] }, { "id": "sec-iceqc-r-2023-10-54", "partId": "part-iceqc-r-2023-10-xvii", "parentId": null, "number": "54", "title": "Minimum comparison threshold", "anchor": "54-minimum-comparison-threshold", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-54-b001", "type": "PARAGRAPH", "text": "A learning-disparity comparison requires a declared construct, represented population, assessment conditions, scale, uncertainty and distribution. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum comparison threshold within Part XVII — Extended disparity interpretation: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. National means should be accompanied by lower-tail, threshold and group evidence. Opportunity to learn, participation and exclusions remain material.", "citationIds": [ "REF-02", "REF-03" ] } ] }, { "id": "sec-iceqc-r-2023-10-55", "partId": "part-iceqc-r-2023-10-xvii", "parentId": null, "number": "55", "title": "Within-system interpretation", "anchor": "55-within-system-interpretation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-55-b001", "type": "PARAGRAPH", "text": "Within-system gaps should preserve place, group and institutional context without assigning cause from identity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Within-system interpretation within Part XVII — Extended disparity interpretation: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Counts, levels, absolute gaps and ratios answer different questions. Missing learners and non-participating schools must remain visible.", "citationIds": [ "REF-01", "REF-06" ] } ] }, { "id": "sec-iceqc-r-2023-10-56", "partId": "part-iceqc-r-2023-10-xvii", "parentId": null, "number": "56", "title": "Between-system interpretation", "anchor": "56-between-system-interpretation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-56-b001", "type": "PARAGRAPH", "text": "Between-system comparison requires metadata tests for curriculum, age, language, sampling and assessment. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Between-system interpretation within Part XVII — Extended disparity interpretation: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Rank differences smaller than uncertainty should not support categorical conclusions. Harmonisation does not remove substantive system difference.", "citationIds": [ "REF-02", "REF-03" ] } ] }, { "id": "sec-iceqc-r-2023-10-57", "partId": "part-iceqc-r-2023-10-xviii", "parentId": null, "number": "57", "title": "Assessment participation and the represented learning population", "anchor": "57-assessment-participation-and-the-represented-learning-population", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-57-b001", "type": "PARAGRAPH", "text": "A learning distribution is defined partly by who participates in the assessment. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assessment participation and the represented learning population within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. The target population, eligible population, sampled population and assessed population should be reported separately. Learners can be absent because of illness, displacement, school non-attendance, language barriers, disability, conflict, administrative exclusion or ordinary sampling loss. These routes have different meanings. A result calculated only for participating learners may describe their performance accurately while failing to describe the educational system's full learner population.", "citationIds": [ "REF-01", "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-57-b002", "type": "PARAGRAPH", "text": "Participation should therefore accompany every reported mean, proficiency share or percentile. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assessment participation and the represented learning population within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. School exclusion and within-school absence need separate observation where the design permits. If institutions outside the frame differ systematically from included schools, a high learner response rate within sampled schools cannot repair the coverage limitation. Similarly, replacement of inaccessible schools can preserve sample size while changing the population represented. Reports should describe replacement rules and show any material effect on geography or institutional type.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-57-b003", "type": "PARAGRAPH", "text": "Non-participation should not be assigned a score. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assessment participation and the represented learning population within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Coding an absent learner as below threshold invents performance evidence; removing every absence without comment creates a different bias. Sensitivity analysis can examine plausible bounds or compare known characteristics of participants and non-participants. Where a numerical adjustment is not defensible, the limitation remains a substantive finding. The absence of learning evidence for a population requiring education attention should not be interpreted as evidence of no disparity.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-57-b004", "type": "PARAGRAPH", "text": "Accommodation and language arrangements affect participation and result validity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assessment participation and the represented learning population within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. An assessment may permit attendance yet fail to elicit the intended construct if the format, communication or response mode is inaccessible. Exemption practices should be reported by reason and learner group. Where an adapted form changes the construct materially, separate interpretation may be necessary. Where it removes an irrelevant barrier, results may belong in the common distribution. The report should explain that judgement rather than treat all adaptations as either incomparable or automatically identical.", "citationIds": [ "REF-05", "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-57-b005", "type": "PARAGRAPH", "text": "Public interpretation should connect participation to policy. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Assessment participation and the represented learning population within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. A low response among remote schools may require field and service improvement; absence among out-of-school children may require a population-based study and re-entry action; assessment exclusion may require accessible design. These are not corrections to be made solely through statistical weighting. The responsible education body should identify which population remains unrepresented and when better evidence will be available. A national learning claim should be no broader than that coverage.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-58", "partId": "part-iceqc-r-2023-10-xviii", "parentId": null, "number": "58", "title": "Scale, threshold and distribution comparability", "anchor": "58-scale-threshold-and-distribution-comparability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-58-b001", "type": "PARAGRAPH", "text": "Comparisons require a clear statement of what the assessment scale represents. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Scale, threshold and distribution comparability within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. A numerical score has meaning through the tasks, response model, scoring rules and population for which interpretation has been supported. Equal numerical differences should not be assumed to represent equal educational differences unless the scale warrants that inference. A threshold adds a substantive judgement about the knowledge or capability learners should demonstrate; it should not be selected merely because it divides the sample conveniently.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-58-b002", "type": "PARAGRAPH", "text": "Means provide one description of the centre and can conceal change elsewhere. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Scale, threshold and distribution comparability within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The same mean can accompany a compressed distribution, a wide lower tail or polarisation. Reports should therefore consider percentiles, threshold shares and dispersion where technically sound. The lower part of the distribution is especially important for minimum learning opportunity, while the upper part may reveal whether expansion has altered advanced performance. These summaries should remain tied to uncertainty and assessment coverage.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-58-b003", "type": "PARAGRAPH", "text": "Threshold comparisons need stable standard-setting and clear labels. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Scale, threshold and distribution comparability within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. A change in the percentage above a threshold may reflect learning, scale revision, task composition or population change. If standards are reset, the break should be visible at the year of change and parallel results reported where possible. Descriptions such as basic, adequate or advanced should be treated as definitions under the assessment, not universal attributes of a learner or education system.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-58-b004", "type": "PARAGRAPH", "text": "Cross-language and cross-cultural comparability require evidence, not an assumption that translation has preserved difficulty and meaning. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Scale, threshold and distribution comparability within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Task familiarity, curriculum exposure and response conventions can affect results. Review should examine translation, adaptation, differential item behaviour and opportunity to learn, while avoiding the claim that every detected difference invalidates the whole assessment. Some comparisons may remain defensible at a broad domain while narrower subscales do not. The permissible inference should be stated accordingly.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-58-b005", "type": "PARAGRAPH", "text": "A rank is usually less informative than the estimated difference, uncertainty and distribution. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Scale, threshold and distribution comparability within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Small rank movement can follow changes in participating systems or sampling variation. Public reporting should avoid categorical language when intervals overlap or scale linkage is weak. The useful question is whether the evidence indicates a material disparity requiring enquiry, what population is affected and which educational condition might be changed. League order does not answer those questions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-59", "partId": "part-iceqc-r-2023-10-xviii", "parentId": null, "number": "59", "title": "Opportunity to learn and interpretation of achievement gaps", "anchor": "59-opportunity-to-learn-and-interpretation-of-achievement-gaps", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-59-b001", "type": "PARAGRAPH", "text": "Achievement evidence should be interpreted with opportunity to learn. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Opportunity to learn and interpretation of achievement gaps within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. This includes curriculum entitlement, content actually taught, instructional time, teacher availability, language, materials, attendance and access to support. Opportunity does not determine performance completely, and its measurement is imperfect. It nevertheless prevents a learning gap from being attributed solely to learners or households when institutions supplied different educational conditions.", "citationIds": [ "REF-01", "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-59-b002", "type": "PARAGRAPH", "text": "The official curriculum establishes intended opportunity, not delivered instruction. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Opportunity to learn and interpretation of achievement gaps within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Teacher reports, schedules, classroom observation and learner work can add evidence, each with limitations. Teacher self-report may be influenced by recall or expectations; observation covers a short period; work samples are selective. Agreement across sources strengthens interpretation when dates and populations align. Contradictions can identify local variation or weak measurement and should not be resolved by choosing the account most favourable to the system.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-59-b003", "type": "PARAGRAPH", "text": "Instructional time should distinguish scheduled, delivered and attended time. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Opportunity to learn and interpretation of achievement gaps within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Closures, teacher absence, shortened shifts and late entry can reduce delivered or usable time. Total hours also conceal subject allocation and teaching quality. A learner receiving more hours of poorly organised instruction does not necessarily have greater opportunity in the intended domain. Time is therefore one component of the explanatory evidence, not a conversion factor for predicted score.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-59-b004", "type": "PARAGRAPH", "text": "Resource indicators should be connected to use. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Opportunity to learn and interpretation of achievement gaps within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Textbooks delivered to a school may not be available in the relevant language, grade or classroom. Teacher qualifications recorded administratively may not match subject assignment. Facilities may exist but be inaccessible or unsafe. These conditions should be examined at the level where the learning evidence was collected. National resource averages can obscure concentration of weak provision among the same learners whose scores form the lower tail.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-59-b005", "type": "PARAGRAPH", "text": "Policy conclusions should avoid treating opportunity indicators as excuses for low expectations. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Opportunity to learn and interpretation of achievement gaps within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Their purpose is to identify conditions within public responsibility and to design support. Where learners received less curriculum exposure, a response may include additional teaching, staff deployment, accessible materials or revised pacing. Later assessment should test whether opportunity and learning changed. The original disparity and the remedial conditions should remain visible rather than being erased by a new cohort average.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-60", "partId": "part-iceqc-r-2023-10-xviii", "parentId": null, "number": "60", "title": "Decomposing disparities within education systems", "anchor": "60-decomposing-disparities-within-education-systems", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-60-b001", "type": "PARAGRAPH", "text": "A national disparity can reflect differences between regions, schools, classrooms and learners. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Decomposing disparities within education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Decomposition can describe where variation is concentrated, provided it is not treated as proof of cause. A large between-school component may indicate segregation, resource distribution or residential pattern; it does not identify which mechanism operates. A large within-school component can coexist with institutional inequality and should not be read as evidence that schools are irrelevant.", "citationIds": [ "REF-01", "REF-09", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-60-b002", "type": "PARAGRAPH", "text": "The level of analysis should correspond to the sampling and decision structure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Decomposing disparities within education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Learners are commonly nested within classes and schools, while policies may operate through districts or providers. Standard errors and models should respect clustering. Small schools and sparsely populated areas may require special treatment, but removal changes the population represented. Reports should state exclusions and avoid presenting a modelled residual as direct observation.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-60-b003", "type": "PARAGRAPH", "text": "Group composition affects school comparisons. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Decomposing disparities within education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. A raw school mean combines prior opportunity, intake, mobility, attendance and current teaching. Adjusted measures can answer bounded questions but depend on variables and assumptions. They should not replace the unadjusted learner outcome or become a definitive quality rank. Adjustment for a condition influenced by the school can also remove part of the very effect under review. The purpose and causal assumptions need explanation.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-60-b004", "type": "PARAGRAPH", "text": "Geographical decomposition should preserve absolute numbers and service context. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Decomposing disparities within education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. A small district with a severe gap may need urgent support even though it contributes little to national variance. A populous area with a modest gap may represent many learners. Policy priority should consider educational severity, population, rights and feasibility rather than statistical contribution alone. Maps and rankings, where used elsewhere, should not expose small communities or imply a boundary creates the disparity.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-60-b005", "type": "PARAGRAPH", "text": "The appropriate outcome is a decision agenda. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Decomposing disparities within education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Between-region evidence may lead to allocation review; between-school evidence may lead to staffing, admissions or support enquiry; within-school evidence may lead to classroom, language or accessibility review. Each hypothesis requires additional evidence. The decomposition locates questions; it does not authorise blame. Follow-up should state the condition examined, action taken and later learning evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-61", "partId": "part-iceqc-r-2023-10-xviii", "parentId": null, "number": "61", "title": "Bounded conclusions between education systems", "anchor": "61-bounded-conclusions-between-education-systems", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-61-b001", "type": "PARAGRAPH", "text": "Between-system comparison serves public learning when it identifies patterns, plausible questions and alternative institutional arrangements. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Bounded conclusions between education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. It becomes misleading when harmonised labels conceal different programme structures, ages, curricula, languages, participation or assessment conditions. Metadata review should precede numerical comparison. Where a material difference cannot be reconciled, the systems may still be described separately without a common rank.", "citationIds": [ "REF-02", "REF-03", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-61-b002", "type": "PARAGRAPH", "text": "Country and system averages should not be interpreted as attributes of every school or learner. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Bounded conclusions between education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Within-system distributions can overlap substantially even where means differ. Group composition and population coverage matter. An apparent national advantage may not extend to poor, rural, minority-language or disabled learners. Reports should place distributional evidence beside the system result and avoid using nationality as an explanation.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-61-b003", "type": "PARAGRAPH", "text": "Temporal comparison requires stable linkage. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Bounded conclusions between education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Changes in curriculum, assessment mode, participation, sampling frame or system boundaries can create discontinuity. A linked scale can support trend if common items or other methods preserve meaning and security, but linkage error should accompany the estimate. A later higher score should not automatically be described as system improvement where the represented population changed materially.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-61-b004", "type": "PARAGRAPH", "text": "Policy borrowing should attend to authority, capacity, sequence and context. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Bounded conclusions between education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. A practice associated with high performance elsewhere may depend upon teacher preparation, finance, curriculum coherence or social conditions absent in the receiving system. The comparison can identify an option, not guarantee its effect. Pilots should state the mechanism and review evidence. Adoption based solely on rank proximity or reputation substitutes imitation for analysis.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-61-b005", "type": "PARAGRAPH", "text": "The final international statement should distinguish three levels. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Bounded conclusions between education systems within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Recorded fact describes the observed results under stated methods. Interpretation identifies patterns and limitations. Policy consideration proposes further enquiry or action under national authority. Causal judgement requires additional design. This separation permits strong public concern about a learning disparity without false certainty about its source and protects education systems from both complacency and unsupported prescription.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-62", "partId": "part-iceqc-r-2023-10-xviii", "parentId": null, "number": "62", "title": "Uncertainty, materiality and the duty to respond", "anchor": "62-uncertainty-materiality-and-the-duty-to-respond", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-62-b001", "type": "PARAGRAPH", "text": "Uncertainty should qualify a disparity claim without neutralising it. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Uncertainty, materiality and the duty to respond within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Sampling error, non-response, scale linkage, classification and model choice each affect the range of defensible conclusions. They should be described separately because they support different remedies. A larger sample may reduce sampling error; it does not correct systematic exclusion or an invalid construct. More decimal places cannot repair weak coverage. The public report should identify which uncertainty could alter the decision and which does not affect the direction of urgent protection.", "citationIds": [ "REF-02", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-62-b002", "type": "PARAGRAPH", "text": "Statistical significance should not substitute for educational materiality. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Uncertainty, materiality and the duty to respond within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. A small estimated difference may be precise but have limited practical consequence, while an uncertain large gap affecting a protected minimum may require immediate enquiry. Materiality should consider the knowledge or capability involved, the number of learners, distribution, duration and consequences for later progression. The threshold for action also depends upon reversibility. Additional diagnostic support can be introduced and reviewed more readily than a high-stakes classification of schools or learners.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-62-b003", "type": "PARAGRAPH", "text": "A remedy should match the evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Uncertainty, materiality and the duty to respond within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Where participation is selective, improve coverage and examine barriers. Where opportunity to learn differs, address time, teachers, curriculum, language, accessibility or materials. Where scale comparability is weak, improve the assessment before publishing ranks. Where a group disparity persists under several definitions, investigate institutional mechanisms without attributing cause to identity. Every response should name the competent body, intended population, resources and review date.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-62-b004", "type": "PARAGRAPH", "text": "Later evidence should be capable of changing the conclusion. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Uncertainty, materiality and the duty to respond within Part XVIII — Extended analysis of learning disparities: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Reports should preserve the original estimate, method and limitation, then state why revision occurred. Silent replacement makes apparent improvement impossible to distinguish from correction. A national evidence system demonstrates strength when it can acknowledge uncertainty, improve measurement and amend policy. The final test is whether learners receive better educational opportunity and whether remaining disparities continue to be visible rather than whether one annual figure becomes more favourable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-63", "partId": "part-iceqc-r-2023-10-xix", "parentId": null, "number": "63", "title": "Defining a persistent learning gap", "anchor": "63-defining-a-persistent-learning-gap", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-63-b001", "type": "PARAGRAPH", "text": "The improvement question concerns a sustained disparity in a declared learning domain, population and period. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining a persistent learning gap within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. It should be stated with the learner population, educational domain, geography and evidence period. A national average is insufficient when the plan addresses a local or group disparity. The baseline should preserve the underlying distribution and absolute numbers. If the assessment population excludes learners most at risk, the gap is not adequately defined. The plan should state which observation is direct, which is estimated and which remains unknown.", "citationIds": [ "REF-01", "REF-02" ] }, { "id": "sec-iceqc-r-2023-10-63-b002", "type": "PARAGRAPH", "text": "The principal error is a fluctuating score or one cohort difference being treated as proof of persistence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining a persistent learning gap within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Avoiding it requires evidence on both learning and the opportunity supplied. Achievement differences may be associated with poverty, language, disability or residence, but those characteristics are not instructional mechanisms. Authorities should examine curriculum, teacher availability, time, attendance, materials, assessment access and learner support. Alternative explanations should remain open until evidence discriminates among them. This discipline prevents a targeted plan from attaching deficit to learners instead of changing institutions.", "citationIds": [ "REF-03", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-63-b003", "type": "PARAGRAPH", "text": "The required evidence includes baseline, assessment coverage, uncertainty, distribution and opportunity to learn. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining a persistent learning gap within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Each source should be used within scope. Administrative records can describe staffing and participation while omitting non-enrolled learners. Assessment provides bounded learning evidence subject to coverage and validity. Observation and work samples can explain classroom conditions without estimating national prevalence. Learner and teacher accounts can identify barriers. Agreement adds confidence after dates and definitions align; contradiction should guide further enquiry rather than selective reporting.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-63-b004", "type": "PARAGRAPH", "text": "The governing action is to select a gap that is educationally material and within public influence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining a persistent learning gap within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Implementation should identify who acts, with what authority, resources and deadline. Dependencies should be sequenced. Teacher guidance without planning time, materials without accessible use, or tutoring without safe attendance cannot deliver the expected mechanism. Local adaptation should remain possible within a common substantive condition. Any departure should be recorded with its reason and expected learner consequence.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-63-b005", "type": "PARAGRAPH", "text": "Distributional review should ask who is eligible, offered support, participates, receives the intended intensity and demonstrates a later response. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining a persistent learning gap within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Gender, household resources, disability, language, residence and prior opportunity may intersect. A plan can improve its average by reaching learners closest to a threshold while leaving those farthest behind. Targets should therefore include the least-served position and protection against exclusion. Small groups require confidentiality and careful precision, not disappearance from review.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-63-b006", "type": "PARAGRAPH", "text": "Professional capability is central. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining a persistent learning gap within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Teachers need subject knowledge, worked examples, diagnostic interpretation and protected time to collaborate. Moderation should examine evidence and reasoning rather than force identical decisions for unlike cases. Staff workload and turnover should be monitored. A plan relying on a few exceptional individuals is not institutionally secure. Leadership should route obstacles to bodies able to change staffing, finance, curriculum or assessment rather than leaving every correction to the classroom.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-63-b007", "type": "PARAGRAPH", "text": "The public account should distinguish authorisation, delivery, use and learning consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Defining a persistent learning gap within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. It should report limitations, adverse effects and unresolved learners. A favourable later result may reflect population or assessment change and should be tested against the baseline metadata. Where the intervention is ineffective, adaptation or cessation is responsible improvement. Where benefit depends on temporary support, institutionalisation requires recurrent finance and ordinary ownership. Completion is demonstrated by stronger learning opportunity and a functioning correction route, not by the end of a project.", "citationIds": [ "REF-01", "REF-02" ] } ] }, { "id": "sec-iceqc-r-2023-10-64", "partId": "part-iceqc-r-2023-10-xix", "parentId": null, "number": "64", "title": "From diagnosis to an intervention hypothesis", "anchor": "64-from-diagnosis-to-an-intervention-hypothesis", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-64-b001", "type": "PARAGRAPH", "text": "The improvement question concerns an explicit account of the condition expected to change learning. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From diagnosis to an intervention hypothesis within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. It should be stated with the learner population, educational domain, geography and evidence period. A national average is insufficient when the plan addresses a local or group disparity. The baseline should preserve the underlying distribution and absolute numbers. If the assessment population excludes learners most at risk, the gap is not adequately defined. The plan should state which observation is direct, which is estimated and which remains unknown.", "citationIds": [ "REF-03", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-64-b002", "type": "PARAGRAPH", "text": "The principal error is group identity or low performance being mistaken for a causal explanation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From diagnosis to an intervention hypothesis within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Avoiding it requires evidence on both learning and the opportunity supplied. Achievement differences may be associated with poverty, language, disability or residence, but those characteristics are not instructional mechanisms. Authorities should examine curriculum, teacher availability, time, attendance, materials, assessment access and learner support. Alternative explanations should remain open until evidence discriminates among them. This discipline prevents a targeted plan from attaching deficit to learners instead of changing institutions.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-64-b003", "type": "PARAGRAPH", "text": "The required evidence includes curriculum exposure, teaching practice, language, time, materials and support. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From diagnosis to an intervention hypothesis within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Each source should be used within scope. Administrative records can describe staffing and participation while omitting non-enrolled learners. Assessment provides bounded learning evidence subject to coverage and validity. Observation and work samples can explain classroom conditions without estimating national prevalence. Learner and teacher accounts can identify barriers. Agreement adds confidence after dates and definitions align; contradiction should guide further enquiry rather than selective reporting.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-64-b004", "type": "PARAGRAPH", "text": "The governing action is to state the mechanism and plausible alternatives before choosing activity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From diagnosis to an intervention hypothesis within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Implementation should identify who acts, with what authority, resources and deadline. Dependencies should be sequenced. Teacher guidance without planning time, materials without accessible use, or tutoring without safe attendance cannot deliver the expected mechanism. Local adaptation should remain possible within a common substantive condition. Any departure should be recorded with its reason and expected learner consequence.", "citationIds": [ "REF-17", "REF-19" ] } ] }, { "id": "sec-iceqc-r-2023-10-65", "partId": "part-iceqc-r-2023-10-xix", "parentId": null, "number": "65", "title": "Designing the targeted plan", "anchor": "65-designing-the-targeted-plan", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-65-b001", "type": "PARAGRAPH", "text": "The improvement question concerns a bounded sequence connecting resources and actions to learner-facing change. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Designing the targeted plan within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. It should be stated with the learner population, educational domain, geography and evidence period. A national average is insufficient when the plan addresses a local or group disparity. The baseline should preserve the underlying distribution and absolute numbers. If the assessment population excludes learners most at risk, the gap is not adequately defined. The plan should state which observation is direct, which is estimated and which remains unknown.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-65-b002", "type": "PARAGRAPH", "text": "The principal error is a list of activities replacing a coherent implementation logic. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Designing the targeted plan within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Avoiding it requires evidence on both learning and the opportunity supplied. Achievement differences may be associated with poverty, language, disability or residence, but those characteristics are not instructional mechanisms. Authorities should examine curriculum, teacher availability, time, attendance, materials, assessment access and learner support. Alternative explanations should remain open until evidence discriminates among them. This discipline prevents a targeted plan from attaching deficit to learners instead of changing institutions.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-65-b003", "type": "PARAGRAPH", "text": "The required evidence includes responsibility, staff capability, learner support, milestones and correction. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Designing the targeted plan within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Each source should be used within scope. Administrative records can describe staffing and participation while omitting non-enrolled learners. Assessment provides bounded learning evidence subject to coverage and validity. Observation and work samples can explain classroom conditions without estimating national prevalence. Learner and teacher accounts can identify barriers. Agreement adds confidence after dates and definitions align; contradiction should guide further enquiry rather than selective reporting.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-65-b004", "type": "PARAGRAPH", "text": "The governing action is to choose a feasible intensity and protect the common educational entitlement. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Designing the targeted plan within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Implementation should identify who acts, with what authority, resources and deadline. Dependencies should be sequenced. Teacher guidance without planning time, materials without accessible use, or tutoring without safe attendance cannot deliver the expected mechanism. Local adaptation should remain possible within a common substantive condition. Any departure should be recorded with its reason and expected learner consequence.", "citationIds": [ "REF-23", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2023-10-66", "partId": "part-iceqc-r-2023-10-xix", "parentId": null, "number": "66", "title": "Resourcing equitable implementation", "anchor": "66-resourcing-equitable-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-66-b001", "type": "PARAGRAPH", "text": "The improvement question concerns the staff, time, materials, accessibility and finance required by the selected mechanism. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resourcing equitable implementation within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. It should be stated with the learner population, educational domain, geography and evidence period. A national average is insufficient when the plan addresses a local or group disparity. The baseline should preserve the underlying distribution and absolute numbers. If the assessment population excludes learners most at risk, the gap is not adequately defined. The plan should state which observation is direct, which is estimated and which remains unknown.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-66-b002", "type": "PARAGRAPH", "text": "The principal error is weak institutions being expected to implement with the same nominal allocation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resourcing equitable implementation within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Avoiding it requires evidence on both learning and the opportunity supplied. Achievement differences may be associated with poverty, language, disability or residence, but those characteristics are not instructional mechanisms. Authorities should examine curriculum, teacher availability, time, attendance, materials, assessment access and learner support. Alternative explanations should remain open until evidence discriminates among them. This discipline prevents a targeted plan from attaching deficit to learners instead of changing institutions.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-66-b003", "type": "PARAGRAPH", "text": "The required evidence includes recurrent cost, teacher workload, additional need and household burden. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resourcing equitable implementation within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Each source should be used within scope. Administrative records can describe staffing and participation while omitting non-enrolled learners. Assessment provides bounded learning evidence subject to coverage and validity. Observation and work samples can explain classroom conditions without estimating national prevalence. Learner and teacher accounts can identify barriers. Agreement adds confidence after dates and definitions align; contradiction should guide further enquiry rather than selective reporting.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-66-b004", "type": "PARAGRAPH", "text": "The governing action is to direct greater support where barriers and implementation costs are greater. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resourcing equitable implementation within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Implementation should identify who acts, with what authority, resources and deadline. Dependencies should be sequenced. Teacher guidance without planning time, materials without accessible use, or tutoring without safe attendance cannot deliver the expected mechanism. Local adaptation should remain possible within a common substantive condition. Any departure should be recorded with its reason and expected learner consequence.", "citationIds": [ "REF-01", "REF-02" ] } ] }, { "id": "sec-iceqc-r-2023-10-67", "partId": "part-iceqc-r-2023-10-xix", "parentId": null, "number": "67", "title": "Monitoring reach, quality and learning response", "anchor": "67-monitoring-reach-quality-and-learning-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-67-b001", "type": "PARAGRAPH", "text": "The improvement question concerns evidence that the intended learners received the intervention as designed and benefited educationally. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring reach, quality and learning response within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. It should be stated with the learner population, educational domain, geography and evidence period. A national average is insufficient when the plan addresses a local or group disparity. The baseline should preserve the underlying distribution and absolute numbers. If the assessment population excludes learners most at risk, the gap is not adequately defined. The plan should state which observation is direct, which is estimated and which remains unknown.", "citationIds": [ "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-67-b002", "type": "PARAGRAPH", "text": "The principal error is participation counts being treated as learning evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring reach, quality and learning response within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Avoiding it requires evidence on both learning and the opportunity supplied. Achievement differences may be associated with poverty, language, disability or residence, but those characteristics are not instructional mechanisms. Authorities should examine curriculum, teacher availability, time, attendance, materials, assessment access and learner support. Alternative explanations should remain open until evidence discriminates among them. This discipline prevents a targeted plan from attaching deficit to learners instead of changing institutions.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-67-b003", "type": "PARAGRAPH", "text": "The required evidence includes eligibility, offer, take-up, dosage, teaching quality, work and assessment. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring reach, quality and learning response within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Each source should be used within scope. Administrative records can describe staffing and participation while omitting non-enrolled learners. Assessment provides bounded learning evidence subject to coverage and validity. Observation and work samples can explain classroom conditions without estimating national prevalence. Learner and teacher accounts can identify barriers. Agreement adds confidence after dates and definitions align; contradiction should guide further enquiry rather than selective reporting.", "citationIds": [ "REF-01", "REF-02" ] }, { "id": "sec-iceqc-r-2023-10-67-b004", "type": "PARAGRAPH", "text": "The governing action is to combine timely implementation evidence with valid learning review. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring reach, quality and learning response within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Implementation should identify who acts, with what authority, resources and deadline. Dependencies should be sequenced. Teacher guidance without planning time, materials without accessible use, or tutoring without safe attendance cannot deliver the expected mechanism. Local adaptation should remain possible within a common substantive condition. Any departure should be recorded with its reason and expected learner consequence.", "citationIds": [ "REF-03", "REF-06" ] } ] }, { "id": "sec-iceqc-r-2023-10-68", "partId": "part-iceqc-r-2023-10-xix", "parentId": null, "number": "68", "title": "Adaptation, institutionalisation and exit", "anchor": "68-adaptation-institutionalisation-and-exit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-68-b001", "type": "PARAGRAPH", "text": "The improvement question concerns reasoned decisions to continue, change, scale or end the plan. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Adaptation, institutionalisation and exit within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. It should be stated with the learner population, educational domain, geography and evidence period. A national average is insufficient when the plan addresses a local or group disparity. The baseline should preserve the underlying distribution and absolute numbers. If the assessment population excludes learners most at risk, the gap is not adequately defined. The plan should state which observation is direct, which is estimated and which remains unknown.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-68-b002", "type": "PARAGRAPH", "text": "The principal error is temporary measures persisting without benefit or disappearing before durable capability exists. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Adaptation, institutionalisation and exit within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Avoiding it requires evidence on both learning and the opportunity supplied. Achievement differences may be associated with poverty, language, disability or residence, but those characteristics are not instructional mechanisms. Authorities should examine curriculum, teacher availability, time, attendance, materials, assessment access and learner support. Alternative explanations should remain open until evidence discriminates among them. This discipline prevents a targeted plan from attaching deficit to learners instead of changing institutions.", "citationIds": [ "REF-01", "REF-02" ] }, { "id": "sec-iceqc-r-2023-10-68-b003", "type": "PARAGRAPH", "text": "The required evidence includes thresholds, adverse effects, unresolved cases, recurrent ownership and later evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Adaptation, institutionalisation and exit within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Each source should be used within scope. Administrative records can describe staffing and participation while omitting non-enrolled learners. Assessment provides bounded learning evidence subject to coverage and validity. Observation and work samples can explain classroom conditions without estimating national prevalence. Learner and teacher accounts can identify barriers. Agreement adds confidence after dates and definitions align; contradiction should guide further enquiry rather than selective reporting.", "citationIds": [ "REF-03", "REF-06" ] }, { "id": "sec-iceqc-r-2023-10-68-b004", "type": "PARAGRAPH", "text": "The governing action is to retain useful capability while ending ineffective or inequitable arrangements. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Adaptation, institutionalisation and exit within Part XIX — Targeted improvement planning: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Implementation should identify who acts, with what authority, resources and deadline. Dependencies should be sequenced. Teacher guidance without planning time, materials without accessible use, or tutoring without safe attendance cannot deliver the expected mechanism. Local adaptation should remain possible within a common substantive condition. Any departure should be recorded with its reason and expected learner consequence.", "citationIds": [ "REF-08", "REF-09" ] } ] }, { "id": "sec-iceqc-r-2023-10-69", "partId": "part-iceqc-r-2023-10-xx", "parentId": null, "number": "69", "title": "Fixing the contemporaneous institutional baseline", "anchor": "69-fixing-the-contemporaneous-institutional-baseline", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-69-b001", "type": "PARAGRAPH", "text": "Institutional planning should begin from the position established by 26 November 2023. The Incheon Declaration expressed the education community's commitment to inclusive and equitable quality education and lifelong learning; Addis established a wider financing framework; the General Assembly adopted the 2030 Agenda; and the Education 2030 Framework for Action supplied an implementation reference available by the cut-off. These texts provide direction without proving that national or institutional delivery has occurred.", "citationIds": [ "REF-25", "REF-26", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2023-10-69-b002", "type": "PARAGRAPH", "text": "The distinction between adoption and implementation is essential. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Fixing the contemporaneous institutional baseline within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Adoption establishes an agreed direction and permits governments to begin alignment. It does not prove that national law, plans, budgets, information or delivery arrangements already satisfy the commitment. Each country should identify which obligations and targets can be acted upon under existing authority, which require legislative or administrative change, and which depend on clarification through later competent decisions. Unsettled detail should be recorded as such rather than filled by anticipation.", "citationIds": [ "REF-07", "REF-12", "REF-27" ] }, { "id": "sec-iceqc-r-2023-10-69-b003", "type": "PARAGRAPH", "text": "The baseline should preserve existing education commitments and national evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Fixing the contemporaneous institutional baseline within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. The new agenda does not erase the right to education, the unfinished Education for All undertaking, programme structures or established statistical series. National authorities should map the newly adopted targets against those instruments and against the education stages, populations and institutions already in law and plans. This avoids two risks: abandoning useful evidence because terminology changed, and claiming continuity where a new target has broader scope or different educational substance.", "citationIds": [ "REF-08", "REF-09", "REF-25" ] }, { "id": "sec-iceqc-r-2023-10-69-b004", "type": "PARAGRAPH", "text": "A dated commitment register can support institutional accuracy. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Fixing the contemporaneous institutional baseline within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. For each relevant proposition, it should record the adopting body, date, legal or policy status, national authority, present implementing instrument and unresolved question. This is not an administrative inventory for its own sake. It prevents a proposed measure from being represented as an obligation, a declaration from being treated as proof of delivery, and a later decision from being projected backwards. The register should be revised openly as competent bodies act.", "citationIds": [ "REF-17", "REF-19", "REF-27" ] }, { "id": "sec-iceqc-r-2023-10-69-b005", "type": "PARAGRAPH", "text": "Public communication should use the same discipline. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Fixing the contemporaneous institutional baseline within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Governments can state that the 2030 Agenda has been adopted and that national alignment is commencing. They should not state that every indicator, national milestone or implementation mechanism has already been internationally settled. A precise account strengthens credibility because it makes clear which choices belong to national democratic and administrative processes and which follow directly from adopted commitments. It also establishes a reliable point from which later implementation can be judged.", "citationIds": [ "REF-25", "REF-26", "REF-27" ] } ] }, { "id": "sec-iceqc-r-2023-10-70", "partId": "part-iceqc-r-2023-10-xx", "parentId": null, "number": "70", "title": "Selecting priorities without narrowing the commitment", "anchor": "70-selecting-priorities-without-narrowing-the-commitment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-70-b001", "type": "PARAGRAPH", "text": "The breadth of Goal 4 requires sequencing, not selective abandonment. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Selecting priorities without narrowing the commitment within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. A national plan cannot improve every condition simultaneously, yet it should retain a complete map of early childhood, primary and secondary education, technical and vocational learning, tertiary participation, adult learning, relevant skills, equality, literacy, learning environments, scholarships and teachers as they appear in the adopted targets. A first improvement priority should be chosen because evidence shows a serious and remediable break, not because other elements have ceased to matter.", "citationIds": [ "REF-25", "REF-27" ] }, { "id": "sec-iceqc-r-2023-10-70-b002", "type": "PARAGRAPH", "text": "Priority selection should apply four tests. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Selecting priorities without narrowing the commitment within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The entitlement test asks which population and educational condition are at stake. The consequence test asks the scale and severity of the denial. The actionability test asks whether a competent authority has a plausible means of change. The equity test asks whether the measure will reach learners farthest from the secured opportunity. A priority that scores highly on visibility but weakly on consequence or equity should be reconsidered. The reasons for selection should be published beside the evidence and known limitations.", "citationIds": [ "REF-01", "REF-03", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-70-b003", "type": "PARAGRAPH", "text": "National averages should not determine the sequence alone. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Selecting priorities without narrowing the commitment within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. A moderate national gap may conceal acute failure in one district or population; a large aggregate shortfall may require broad system expansion alongside targeted support. Analysis should retain the national level, absolute number affected, subnational and group distributions and the minimum educational floor. It should also distinguish poor data from satisfactory conditions. Where the least-served population is weakly observed, strengthening coverage can itself become an immediate priority while urgent service evidence supports proportionate protection.", "citationIds": [ "REF-02", "REF-06", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-70-b004", "type": "PARAGRAPH", "text": "Dependencies should influence sequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Selecting priorities without narrowing the commitment within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. An assessment reform cannot improve learning without curriculum alignment, teacher capability and participation. Expansion of secondary places may depend on primary completion, trained staff and facilities. Adult learning may require flexible provision, recognition and learner support. The plan should make these dependencies visible and decide which must precede or accompany the selected measure. Otherwise a high-level commitment can be converted into an isolated activity unable to change the learner-facing condition.", "citationIds": [ "REF-03", "REF-16", "REF-18" ] }, { "id": "sec-iceqc-r-2023-10-70-b005", "type": "PARAGRAPH", "text": "Selection should remain revisable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Selecting priorities without narrowing the commitment within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. New evidence may show that the diagnosed mechanism was wrong, that another population is more severely affected or that implementation capacity is insufficient. Revision is not a retreat from ambition when reasons and consequences are published. It is a condition of responsible improvement. The complete commitment map should remain in view so that repeated concentration on one readily measured target does not produce silent neglect of lifelong learning, equality, educational quality or populations outside formal schooling.", "citationIds": [ "REF-08", "REF-25", "REF-27" ] } ] }, { "id": "sec-iceqc-r-2023-10-71", "partId": "part-iceqc-r-2023-10-xx", "parentId": null, "number": "71", "title": "From global target to national improvement proposition", "anchor": "71-from-global-target-to-national-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-71-b001", "type": "PARAGRAPH", "text": "A national improvement proposition should translate a broad target into a bounded statement of change. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From global target to national improvement proposition within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. It should name the population, present educational condition, institutional mechanism, responsible body, resources, time and evidence of success. For example, a commitment to equitable quality education is too broad to guide one implementation decision; a proposition to improve regular attendance for a defined remote population through transport, staffing and calendar changes can be examined and corrected. The narrower proposition remains connected to the universal commitment and should not be mistaken for its completion.", "citationIds": [ "REF-07", "REF-12", "REF-27" ] }, { "id": "sec-iceqc-r-2023-10-71-b002", "type": "PARAGRAPH", "text": "Diagnosis should precede instrument choice. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From global target to national improvement proposition within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. A low completion rate may reflect late entry, repetition, household cost, distance, school safety, language, disability exclusion, teacher shortage or unreliable records. These mechanisms require different responses. A government should compare administrative, household, assessment and local service evidence and state where inference remains uncertain. Consultation with teachers, learners and communities can identify mechanisms, but it should not replace representative population evidence when prevalence is claimed.", "citationIds": [ "REF-01", "REF-03", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-71-b003", "type": "PARAGRAPH", "text": "The intervention hypothesis should explain how the proposed measure changes the barrier. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From global target to national improvement proposition within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Additional materials will not improve learning if teachers lack time or knowledge to use them; professional guidance will not improve attendance where transport is decisive; a new indicator will not correct exclusion without authority and resources. The plan should identify necessary dependencies and foreseeable adverse effects. It should specify which part of the hypothesis is established by evidence and which remains to be tested during implementation.", "citationIds": [ "REF-06", "REF-12", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-71-b004", "type": "PARAGRAPH", "text": "National adaptation should preserve educational substance. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From global target to national improvement proposition within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Targets may need national definitions for programme levels, age groups, language and institutional responsibility. Adaptation is legitimate where it makes the commitment operational and comparable over time. It is not legitimate where it narrows the entitled population, lowers expectations for disadvantaged groups or converts learning into attendance alone. The public record should show the relationship between the global target, national definition and selected measure, including any material difference from an existing series.", "citationIds": [ "REF-02", "REF-10", "REF-25" ] }, { "id": "sec-iceqc-r-2023-10-71-b005", "type": "PARAGRAPH", "text": "The proposition should end with a decision rule. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on From global target to national improvement proposition within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Authorities should state what evidence would justify continuation, expansion, adaptation or cessation and when that decision will occur. A pilot that continues because it attracts support rather than because it changes the intended condition is not an improvement method. Conversely, an intervention should not be abandoned merely because early outcomes are uncertain where delivery has not reached intended intensity. Review must distinguish theory failure, implementation failure, measurement weakness and insufficient time.", "citationIds": [ "REF-08", "REF-11", "REF-23" ] } ] }, { "id": "sec-iceqc-r-2023-10-72", "partId": "part-iceqc-r-2023-10-xx", "parentId": null, "number": "72", "title": "Aligning authority, finance and professional capability", "anchor": "72-aligning-authority-finance-and-professional-capability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-72-b001", "type": "PARAGRAPH", "text": "Implementation requires a chain of competent authority. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Aligning authority, finance and professional capability within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. National policy may set the priority, but regional administrations, municipalities, schools, training institutions or other bodies may control staffing, facilities and learner support. The plan should allocate each function to the body able to perform it and identify escalation where local authority is insufficient. Coordination should not allow responsibility to become diffuse. One public owner should remain answerable for whether the learner-facing condition changes.", "citationIds": [ "REF-12", "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-72-b002", "type": "PARAGRAPH", "text": "Finance should cover the complete intervention rather than visible start-up items. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Aligning authority, finance and professional capability within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Staff preparation, salaries, accessible materials, transport, maintenance, guidance, assessment, evidence and review may all be necessary. The Addis Ababa Action Agenda places national action within a broader financing context, but an international commitment does not supply a national cost estimate. Authorities should identify recurrent and capital requirements, the source and timing of funds, distribution rules and the conditions for continuity after temporary support.", "citationIds": [ "REF-15", "REF-26" ] }, { "id": "sec-iceqc-r-2023-10-72-b003", "type": "PARAGRAPH", "text": "Allocation should respond to unequal cost and starting capacity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Aligning authority, finance and professional capability within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Equal per-learner funding can reproduce inequality where remoteness, disability, language, insecurity or weak infrastructure makes adequate provision more expensive. Formulae should state which need factors are recognised and should be checked against actual receipt. Announced expenditure is not proof of delivery: review should trace authorization, transfer, institutional use and learner consequence. Where households continue to bear material cost, formal fee policy should not be represented as full accessibility.", "citationIds": [ "REF-06", "REF-10", "REF-13" ] }, { "id": "sec-iceqc-r-2023-10-72-b004", "type": "PARAGRAPH", "text": "Teachers and institutional leaders require capability proportionate to the change. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Aligning authority, finance and professional capability within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. A new curriculum, assessment or inclusion expectation needs more than notification. Professional learning should provide subject substance, practical examples, time for collaboration and a route to support. Staffing and turnover should be examined in the locations expected to implement first. A plan dependent on exceptional individuals or uncompensated workload is not institutionally secure and can deepen disparity between strong and weak institutions.", "citationIds": [ "REF-01", "REF-18" ] }, { "id": "sec-iceqc-r-2023-10-72-b005", "type": "PARAGRAPH", "text": "International cooperation should strengthen ordinary national capacity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Aligning authority, finance and professional capability within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. External support may finance initial expansion, evidence, technical work or regional learning, but roles, conditions and exit should be clear. Parallel activities and reporting arrangements can fragment public authority. Assistance should align with a national improvement proposition, use compatible records and establish how essential functions will enter recurrent provision. Its success should be judged by national capability and equitable learner opportunity, not the duration or visibility of the supporting activity.", "citationIds": [ "REF-22", "REF-26", "REF-27" ] } ] }, { "id": "sec-iceqc-r-2023-10-73", "partId": "part-iceqc-r-2023-10-xx", "parentId": null, "number": "73", "title": "Monitoring delivery, reach and educational consequence", "anchor": "73-monitoring-delivery-reach-and-educational-consequence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-73-b001", "type": "PARAGRAPH", "text": "Monitoring should follow the causal sequence of the improvement proposition. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring delivery, reach and educational consequence within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Inputs show whether resources and staff were available; delivery evidence shows whether the measure operated; reach shows which eligible learners participated and with what intensity; educational evidence shows whether the intended condition changed. These stages should not be collapsed. A budget can be executed without materials arriving, a programme can operate without reaching disadvantaged learners, and participation can rise without improvement in learning or progression.", "citationIds": [ "REF-03", "REF-06", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-73-b002", "type": "PARAGRAPH", "text": "The baseline should retain numerator, denominator, population, date, geography, definition and exclusions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring delivery, reach and educational consequence within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Where a new target requires a new measure, authorities should preserve the preceding series and identify any break. Apparent improvement caused by revised population estimates, wider institutional reporting or changed assessment participation should be separated from educational change. Comparable trends are valuable, but continuity should not be asserted where concepts differ materially.", "citationIds": [ "REF-02", "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-73-b003", "type": "PARAGRAPH", "text": "Equity monitoring should show eligibility, offer, take-up, attendance, completion and outcome for relevant groups and places. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring delivery, reach and educational consequence within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. A plan can improve its average by reaching learners already closest to the desired condition. It should therefore report the least-served position and protect against exclusion or deterioration. Disaggregation must remain lawful, meaningful and safe. Small numbers may require controlled access or combined reporting, but the affected population and public responsibility should not disappear.", "citationIds": [ "REF-01", "REF-10", "REF-13" ] }, { "id": "sec-iceqc-r-2023-10-73-b004", "type": "PARAGRAPH", "text": "Learning evidence requires population coverage and opportunity to learn. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring delivery, reach and educational consequence within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Assessment results should identify the domain, eligible population, participation and exclusions. A favourable mean among tested learners cannot represent those outside school or absent from assessment. Classroom observation, work samples and learner accounts can illuminate mechanism without establishing national prevalence. Agreement across sources strengthens a conclusion only after definitions and dates align; disagreement should guide investigation rather than selective reporting.", "citationIds": [ "REF-03", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-73-b005", "type": "PARAGRAPH", "text": "Public reporting should connect the result to a decision. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring delivery, reach and educational consequence within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. A concise account should state what was implemented, who received it, what changed, what remains uncertain, which adverse effects occurred and whether the measure will continue, adapt, expand or cease. The next review date and responsible authority should be visible. This makes monitoring a means of correction rather than an obligation to produce favourable figures. The adopted agenda gains national credibility when evidence can alter action and expose populations who remain underserved.", "citationIds": [ "REF-08", "REF-25", "REF-27" ] } ] }, { "id": "sec-iceqc-r-2023-10-74", "partId": "part-iceqc-r-2023-10-xx", "parentId": null, "number": "74", "title": "First national decisions after adoption", "anchor": "74-first-national-decisions-after-adoption", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-74-b001", "type": "PARAGRAPH", "text": "The immediate national decision is to establish governance for alignment without pretending that implementation detail is complete. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on First national decisions after adoption within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Governments can designate a competent coordinating authority, preserve existing sector responsibilities, assemble a dated commitment register and commission a baseline review. The review should map every adopted education target against national law, plans, budgets and evidence. It should identify urgent gaps and unsettled definitions separately. This creates a disciplined bridge between global adoption and national action.", "citationIds": [ "REF-25", "REF-27" ] }, { "id": "sec-iceqc-r-2023-10-74-b002", "type": "PARAGRAPH", "text": "A first priority should be small enough for accountable action and important enough to change educational opportunity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on First national decisions after adoption within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. It should name the population and condition, state why it takes precedence, and preserve the wider commitment map. Where credible evidence reveals severe exclusion or harm, protective action need not await a perfect estimate. Longer-term allocation, however, should be reviewed as coverage improves. The plan should guard against choosing only learners and institutions most likely to produce rapid favourable results.", "citationIds": [ "REF-01", "REF-06", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-74-b003", "type": "PARAGRAPH", "text": "The first budget decision should identify recurrent implications. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on First national decisions after adoption within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Temporary finance may permit testing, but teachers, learner support, accessible facilities, maintenance and evidence cannot be sustained by an announcement. The national authority should state the source, timing and distribution of finance and how external cooperation relates to ordinary provision. A financing gap should be described rather than hidden through reduced educational substance or transfer of cost to poor households.", "citationIds": [ "REF-15", "REF-26" ] }, { "id": "sec-iceqc-r-2023-10-74-b004", "type": "PARAGRAPH", "text": "The first public report should be candid about chronology. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on First national decisions after adoption within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. It can state that the principal education, financing and implementation texts named in this report were available by the cut-off. It should also state that later indicator settlements, technical revisions and results are outside the record. This protects the difference between an adopted commitment, a national policy choice, an institutional plan and later statistical clarification. Accurate status is a condition of accountable planning, not a reason for delay.", "citationIds": [ "REF-25", "REF-26", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2023-10-74-b005", "type": "PARAGRAPH", "text": "The first review should test whether institutions learned, not merely whether a plan was issued. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on First national decisions after adoption within Part XX — National translation after adoption of the 2030 Agenda: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. It should examine authority, delivery, reach, professional capability, finance, learner experience and early educational consequence. It should record adverse findings and adapt the measure where the hypothesis or delivery proves weak. The transition from global commitment to national improvement is complete only when ordinary institutions can sustain the changed condition and correct foreseeable departures; the end of a project or reporting period is not evidence of that result.", "citationIds": [ "REF-08", "REF-12", "REF-23" ] } ] }, { "id": "sec-iceqc-r-2023-10-75", "partId": "part-iceqc-r-2023-10-xxi", "parentId": null, "number": "75", "title": "Institutional mandate and scope", "anchor": "75-institutional-mandate-and-scope", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-75-b001", "type": "PARAGRAPH", "text": "An institutional improvement plan should begin by identifying the authority under which the institution acts and the population for whom it is responsible. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Institutional mandate and scope within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. A school, training provider, university, local administration or other body does not implement the whole global agenda alone. It contributes within its mandate, while national authorities retain responsibilities for law, finance, curriculum, workforce and equitable system provision. The plan should therefore map each selected Education 2030 priority to the institutional function that can materially influence it and identify dependencies requiring action at another level.", "citationIds": [ "REF-12", "REF-25", "REF-28" ] }, { "id": "sec-iceqc-r-2023-10-75-b002", "type": "PARAGRAPH", "text": "Scope should be expressed as a learner-facing condition rather than a broad aspiration. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Institutional mandate and scope within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. An institution may seek more regular participation, stronger foundational learning, safer and more accessible facilities, better transition, improved teacher support or a more equitable adult-learning offer. The statement should name the eligible population, current condition, intended change and period. A global target supplies direction, but the institutional proposition must be narrow enough for authority, resources and evidence to be assigned.", "citationIds": [ "REF-07", "REF-27", "REF-28" ] }, { "id": "sec-iceqc-r-2023-10-75-b003", "type": "PARAGRAPH", "text": "Institutional plans should preserve the relationship among access, equity and quality. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Institutional mandate and scope within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. A plan concerned with learning cannot ignore assessment participation or opportunity to learn; a plan concerned with enrolment cannot treat registration as regular attendance; a plan concerned with completion should examine the educational substance and recognised value of the programme. Selecting one priority does not authorize deterioration in another essential condition. Safeguards should state which minimums must be protected during implementation.", "citationIds": [ "REF-01", "REF-03", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-75-b004", "type": "PARAGRAPH", "text": "The plan should distinguish obligations from discretionary methods. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Institutional mandate and scope within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Rights, national requirements and adopted policy establish conditions that the institution must respect. The choice of timetable, professional-learning arrangement, local partnership or diagnostic method may permit adaptation. This distinction allows institutions to respond to context without treating national variation or resource constraint as authority to lower the substantive entitlement of disadvantaged learners. Any requested exception should identify the legal basis, expected consequence and competent approving body.", "citationIds": [ "REF-08", "REF-10", "REF-28" ] }, { "id": "sec-iceqc-r-2023-10-75-b005", "type": "PARAGRAPH", "text": "Governance should identify one accountable owner and the roles of staff, learners, communities and partner bodies. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Institutional mandate and scope within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Participation can reveal barriers and test whether proposed measures are workable; it should not transfer public responsibility to those affected by weak provision. The decision record should show how evidence and consultation altered the priority. Where the institution lacks authority over a material dependency, the plan should route the issue to the responsible authority and retain it as an unresolved risk rather than quietly narrow the objective.", "citationIds": [ "REF-17", "REF-19", "REF-25" ] } ] }, { "id": "sec-iceqc-r-2023-10-76", "partId": "part-iceqc-r-2023-10-xxi", "parentId": null, "number": "76", "title": "Diagnostic review and priority selection", "anchor": "76-diagnostic-review-and-priority-selection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-76-b001", "type": "PARAGRAPH", "text": "Diagnostic review should begin with the institution's eligible population and educational course. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Diagnostic review and priority selection within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Entry, attendance, progression, completion, learning and transition should be mapped together with staffing, instructional time, facilities, accessibility and learner support. The purpose is to locate the first material break rather than compile every available statistic. Administrative records describe registered learners and delivery; household or community evidence may reveal people outside the institution; assessment and work samples describe bounded aspects of learning.", "citationIds": [ "REF-02", "REF-03", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-76-b002", "type": "PARAGRAPH", "text": "The review should compare level, distribution and trend. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Diagnostic review and priority selection within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. A stable institutional mean can conceal deterioration among one programme or learner group. Sex, household constraint, disability, language, residence, displacement and prior opportunity may be relevant, subject to lawful collection and protection. Small groups require caution about precision and disclosure, but the service barrier should remain visible. Where population estimates are weak, qualitative and case evidence may justify immediate correction without being represented as a prevalence estimate.", "citationIds": [ "REF-06", "REF-10", "REF-13" ] }, { "id": "sec-iceqc-r-2023-10-76-b003", "type": "PARAGRAPH", "text": "Diagnosis should distinguish symptom from mechanism. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Diagnostic review and priority selection within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Low attendance may be associated with transport, cost, safety, calendar, health, discrimination or inaccessible instruction. Weak learning may reflect interrupted participation, limited curriculum exposure, teacher absence, language, assessment design or inadequate support. A descriptive difference cannot rank these explanations. The institution should gather the smallest additional evidence needed for a practical decision and should identify explanations requiring action outside its authority.", "citationIds": [ "REF-01", "REF-05", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-76-b004", "type": "PARAGRAPH", "text": "Priority selection should consider severity, scale, equity, feasibility and dependency. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Diagnostic review and priority selection within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. A condition affecting fewer learners may warrant immediate action if the consequence is severe or violates a minimum entitlement. Conversely, a large but weakly measured difference may first require stronger evidence. The plan should explain why the selected priority takes precedence, which learners are expected to benefit and how the rest of the institutional responsibility remains monitored. Ease of measurement alone is not a sufficient selection criterion.", "citationIds": [ "REF-07", "REF-16", "REF-28" ] }, { "id": "sec-iceqc-r-2023-10-76-b005", "type": "PARAGRAPH", "text": "The baseline should be preserved at the point of decision. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Diagnostic review and priority selection within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Population, definitions, source completeness, date, uncertainty and any exclusions should travel with the starting value. Where the institution changes its record system or assessment during implementation, overlap evidence should be retained and breaks marked. A baseline reconstructed after results are known is vulnerable to selective interpretation. The plan should approve the baseline and revision rule before judging change.", "citationIds": [ "REF-03", "REF-23", "REF-24" ] } ] }, { "id": "sec-iceqc-r-2023-10-77", "partId": "part-iceqc-r-2023-10-xxi", "parentId": null, "number": "77", "title": "Improvement proposition and implementation design", "anchor": "77-improvement-proposition-and-implementation-design", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-77-b001", "type": "PARAGRAPH", "text": "The improvement proposition should state how a defined measure is expected to change the diagnosed condition. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition and implementation design within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. It should connect an action to an institutional mechanism: additional instructional support to a documented curriculum gap; revised attendance arrangements to a known timing or transport barrier; accessible materials and assessment to exclusion of learners with disabilities; professional support to weak subject teaching. Activities should not be listed without the reason they are expected to alter learner opportunity.", "citationIds": [ "REF-10", "REF-12", "REF-28" ] }, { "id": "sec-iceqc-r-2023-10-77-b002", "type": "PARAGRAPH", "text": "Dependencies should be sequenced. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition and implementation design within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Teacher guidance may require curriculum clarification, planning time, examples and leadership support. New materials require procurement, accessible formats, distribution and maintenance. Learner support may require eligibility rules, communication and protection of personal information. A plan should identify the latest point at which a missing dependency can be corrected without compromising delivery. Where a dependency lies with another authority, agreement and escalation should precede large-scale implementation.", "citationIds": [ "REF-17", "REF-18", "REF-25" ] }, { "id": "sec-iceqc-r-2023-10-77-b003", "type": "PARAGRAPH", "text": "Implementation intensity should be specified. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition and implementation design within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. An institution should know which learners or staff receive the measure, how frequently, for how long and with what expected standard. Without intensity, non-response cannot be distinguished from weak delivery. Attendance at one professional meeting, receipt of materials or registration in support does not prove sustained use. Monitoring should capture actual exposure and reasons for incomplete delivery while avoiding burdens so heavy that they displace teaching or service.", "citationIds": [ "REF-03", "REF-06", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-77-b004", "type": "PARAGRAPH", "text": "Equity should be built into eligibility, outreach and adaptation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition and implementation design within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. An apparently equal offer may be unusable because of cost, time, language, disability, safety or location. The plan should test which learners can take up the measure and provide the additional condition required for substantive access. Local adaptation is desirable where it removes a barrier while protecting the common educational objective. It becomes inequitable where learners facing disadvantage receive reduced content, weaker staff or an unrecognised route.", "citationIds": [ "REF-08", "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-77-b005", "type": "PARAGRAPH", "text": "Foreseeable adverse effects should be recorded. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition and implementation design within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Additional assessment can narrow curriculum or increase exclusion; targeted grouping can stigmatise learners; extended time can increase household costs; intensive support for one cohort can divert staff from another. The plan should identify indicators or qualitative evidence that would reveal these effects and the authority able to intervene. Improvement is not established by movement of the selected measure if another essential condition deteriorates.", "citationIds": [ "REF-01", "REF-11", "REF-23" ] } ] }, { "id": "sec-iceqc-r-2023-10-78", "partId": "part-iceqc-r-2023-10-xxi", "parentId": null, "number": "78", "title": "Resources and professional capability", "anchor": "78-resources-and-professional-capability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-78-b001", "type": "PARAGRAPH", "text": "The resource plan should cover the complete recurrent service: personnel, preparation, instructional time, accessible materials, facilities, learner support, assessment, coordination, evidence and review. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resources and professional capability within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Capital expenditure or a temporary grant may be necessary but cannot establish sustained capability by itself. The institution should identify which costs fall within its budget, which require higher-level allocation and which are presently unfunded. An unfunded dependency should remain visible in the risk statement.", "citationIds": [ "REF-15", "REF-26", "REF-28" ] }, { "id": "sec-iceqc-r-2023-10-78-b002", "type": "PARAGRAPH", "text": "Distributional finance matters within institutions as well as across systems. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resources and professional capability within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Programmes serving learners with greater need may require more staff time, specialist support, transport or accessible materials. Equal departmental or per-learner amounts can reproduce unequal opportunity. Allocation reasons should be documented and reviewed against actual receipt and use. Additional finance should be justified by the common educational condition it protects, not by a permanent assumption of lower capability among the affected learners.", "citationIds": [ "REF-06", "REF-10", "REF-13" ] }, { "id": "sec-iceqc-r-2023-10-78-b003", "type": "PARAGRAPH", "text": "Professional capability is a central implementation condition. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resources and professional capability within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Teachers, trainers and institutional leaders need subject knowledge, diagnostic skill, practical examples and time to collaborate. Where the plan alters curriculum, assessment or inclusion arrangements, staff should have supported opportunities to understand the educational reasoning. One briefing does not establish readiness for sustained change. The plan should monitor participation, usable learning, workload, turnover and access to later assistance.", "citationIds": [ "REF-01", "REF-18", "REF-25" ] }, { "id": "sec-iceqc-r-2023-10-78-b004", "type": "PARAGRAPH", "text": "Leadership should create a route from classroom or service evidence to institutional and system correction. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resources and professional capability within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Staff should not be held responsible for changing transport, staffing establishment, qualification rules or infrastructure beyond their authority. Conversely, higher-level constraints should not prevent local correction that is lawful and feasible. The plan should identify decision thresholds, escalation routes and the time within which the responsible body will respond.", "citationIds": [ "REF-12", "REF-17", "REF-19" ] }, { "id": "sec-iceqc-r-2023-10-78-b005", "type": "PARAGRAPH", "text": "External partnership should strengthen ordinary capability. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Resources and professional capability within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Universities, civil society, employers or international bodies may contribute knowledge, facilities or finance, but programme status, data protection and continuity should be clear. Parallel arrangements can create fragmented standards or reporting burdens. Agreements should state the educational purpose, authority, resource duration, records, safeguards and handover. The measure of partnership is whether the institution can sustain equitable quality and correction after exceptional support ends.", "citationIds": [ "REF-22", "REF-26", "REF-28" ] } ] }, { "id": "sec-iceqc-r-2023-10-79", "partId": "part-iceqc-r-2023-10-xxi", "parentId": null, "number": "79", "title": "Evidence, adaptation and institutionalisation", "anchor": "79-evidence-adaptation-and-institutionalisation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-79-b001", "type": "PARAGRAPH", "text": "Review should distinguish authorization, delivery, reach, educational quality and consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence, adaptation and institutionalisation within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Approval of the plan establishes authority; expenditure demonstrates a resource transaction; implementation records show activity; learner evidence shows participation or change. None automatically proves the next. The review schedule should collect evidence proportionate to each claim and identify the population represented. A favourable result should not be broadened beyond the learners, content and period observed.", "citationIds": [ "REF-03", "REF-16", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-79-b002", "type": "PARAGRAPH", "text": "Reach should be examined from eligibility through offer, take-up, participation and intended intensity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence, adaptation and institutionalisation within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Non-participation can reveal communication, cost, timing, safety or accessibility barriers. The review should disaggregate where lawful and precise and should retain absolute numbers. An improved average does not establish that learners farthest from the baseline benefited. The plan should define a minimum floor or least-served test alongside its aggregate objective.", "citationIds": [ "REF-01", "REF-06", "REF-13" ] }, { "id": "sec-iceqc-r-2023-10-79-b003", "type": "PARAGRAPH", "text": "Educational consequence may require several forms of evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence, adaptation and institutionalisation within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Assessment can show a bounded learning domain; attendance and completion records show participation; observation and work samples can explain teaching and learner activity; interviews can identify experience and mechanism. Agreement strengthens the conclusion only after dates and definitions align. Contradiction should initiate enquiry into coverage, implementation or measurement rather than selection of the most favourable source.", "citationIds": [ "REF-02", "REF-12", "REF-23" ] }, { "id": "sec-iceqc-r-2023-10-79-b004", "type": "PARAGRAPH", "text": "Adaptation should follow a stated decision rule. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence, adaptation and institutionalisation within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Weak outcomes may reflect an incorrect hypothesis, incomplete delivery, insufficient intensity, adverse conditions, measurement weakness or inadequate time. These explanations call for different action. The review should record which is supported, what changes and how the baseline or comparison remains interpretable. Ending an ineffective measure is responsible improvement when learner safeguards and alternative provision are addressed.", "citationIds": [ "REF-08", "REF-11", "REF-28" ] }, { "id": "sec-iceqc-r-2023-10-79-b005", "type": "PARAGRAPH", "text": "Institutionalisation requires ordinary authority, recurrent finance, professional ownership and a functioning correction route. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence, adaptation and institutionalisation within Part XXI — Institutional improvement plans aligned with Education 2030: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Continued activity after a pilot is not sufficient if it depends on exceptional staff or external funds. The final decision should state which function enters ordinary provision, which limitation remains, who owns it and when evidence will next be examined. Completion means that the institution can sustain the improved learner-facing condition and correct foreseeable departure, not that the plan period has ended.", "citationIds": [ "REF-17", "REF-25", "REF-26" ] } ] }, { "id": "sec-iceqc-r-2023-10-1", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "1", "title": "Admission without avoidable delay", "anchor": "1-admission-without-avoidable-delay", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-1-b001", "type": "PARAGRAPH", "text": "Admission is the first observable education duty. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Admission without avoidable delay within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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. A central contact should resolve questions that a school cannot lawfully decide.", "citationIds": [ "REF-03", "REF-07", "REF-33" ] }, { "id": "sec-iceqc-r-2023-10-1-b002", "type": "PARAGRAPH", "text": "Delay should be measured from the first request or official identification of need, not from the date an institution completes its own record. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Admission without avoidable delay within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Authorities should record reasons for delay: no place, missing document, status referral, language assessment, transport, safeguarding or family decision. Different reasons require different correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-1-b003", "type": "PARAGRAPH", "text": "Immediate educational arrangements may be necessary while final placement is settled. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Admission without avoidable delay within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Such arrangements should have a clear standard, qualified staff and an end point. They should not reset the admission clock or permit a child to remain outside recognised learning without review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-2", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "2", "title": "Documentation and identity", "anchor": "2-documentation-and-identity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-2-b001", "type": "PARAGRAPH", "text": "Education authorities need enough information to enrol and protect a learner, but documentation requirements should be proportionate. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Documentation and identity within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [ "REF-07", "REF-33" ] }, { "id": "sec-iceqc-r-2023-10-2-b002", "type": "PARAGRAPH", "text": "Provisional enrolment can protect continuity while a record is clarified. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Documentation and identity within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-2-b003", "type": "PARAGRAPH", "text": "Collection should avoid information unnecessary to education. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Documentation and identity within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Status information may require stricter access than attendance or achievement. Staff should understand which disclosures are authorised, especially when several agencies share premises or information systems.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-3", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "3", "title": "Placement and prior learning", "anchor": "3-placement-and-prior-learning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-3-b001", "type": "PARAGRAPH", "text": "Placement should seek the level at which a learner can participate and progress with support. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Placement and prior learning within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-3-b002", "type": "PARAGRAPH", "text": "Authorities should issue guidance on assessment purpose, competence, interpretation and review. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Placement and prior learning within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-3-b003", "type": "PARAGRAPH", "text": "Recognition of prior learning supports continuity across institutions and borders. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Placement and prior learning within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Where exact equivalence is unavailable, bridging arrangements should preserve the route to a recognised qualification. The burden of institutional incompatibility should not fall wholly on the learner.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-4", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "4", "title": "Language and communication", "anchor": "4-language-and-communication", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-4-b001", "type": "PARAGRAPH", "text": "Language is simultaneously a learning resource, a medium of instruction and a condition of institutional access. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Language and communication within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [ "REF-04", "REF-10" ] }, { "id": "sec-iceqc-r-2023-10-4-b002", "type": "PARAGRAPH", "text": "Families need intelligible information about admission, attendance, curriculum, assessment, support, safeguarding and complaint. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Language and communication within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Consequential communication may require qualified interpretation. Reliance on children can distort meaning and expose information that should remain between adults.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-4-b003", "type": "PARAGRAPH", "text": "Language learning should not isolate learners indefinitely from the wider curriculum. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Language and communication within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Authorities should examine participation in subjects, peer interaction and access to assessment. Support should adapt as capability develops and should not become a fixed label.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-5", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "5", "title": "Participation and belonging", "anchor": "5-participation-and-belonging", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-5-b001", "type": "PARAGRAPH", "text": "Physical placement does not establish inclusion. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Participation and belonging within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [ "REF-04", "REF-05" ] }, { "id": "sec-iceqc-r-2023-10-5-b002", "type": "PARAGRAPH", "text": "Belonging cannot be required as cultural assimilation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Participation and belonging within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-5-b003", "type": "PARAGRAPH", "text": "Discipline and attendance responses require attention to displacement, housing, health and transport without lowering protection or learning expectations. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Participation and belonging within Part I — Interpreting continuity as a public duty: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Correction should address the cause and preserve the learner's continuing connection to education.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-6", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "6", "title": "The learner continuity record", "anchor": "6-the-learner-continuity-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-6-b001", "type": "PARAGRAPH", "text": "A continuity record should join the minimum information needed for admission, placement, support, progression and recognition. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on The learner continuity record within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. It should be transferable between authorised institutions and understandable to the learner and family. The record is not a dossier of every agency contact.", "citationIds": [ "REF-06", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-6-b002", "type": "PARAGRAPH", "text": "Authorities should define ownership, correction, retention and disclosure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on The learner continuity record within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-6-b003", "type": "PARAGRAPH", "text": "Aggregate reporting can derive from individual records only under appropriate safeguards. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on The learner continuity record within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Public statistics should not expose rare combinations of status, location and age. Data quality concerns should remain visible rather than resolved by excluding uncertain cases.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-7", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "7", "title": "Transition between levels", "anchor": "7-transition-between-levels", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-7-b001", "type": "PARAGRAPH", "text": "Continuity extends beyond initial entry. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Transition between levels within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [ "REF-08", "REF-13" ] }, { "id": "sec-iceqc-r-2023-10-7-b002", "type": "PARAGRAPH", "text": "Transition planning should begin before the end of a level. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Transition between levels within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-7-b003", "type": "PARAGRAPH", "text": "Unrecognised completion creates a serious continuity failure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Transition between levels within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Temporary education providers should connect records, curriculum and assessment to a competent recognition body. Learners and families should know what a certificate permits before committing time and resources.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-8", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "8", "title": "Mobility within a country", "anchor": "8-mobility-within-a-country", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-8-b001", "type": "PARAGRAPH", "text": "Families may move because of housing, work, placement decisions or protection needs. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mobility within a country within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [ "REF-07" ] }, { "id": "sec-iceqc-r-2023-10-8-b002", "type": "PARAGRAPH", "text": "Funding arrangements can impede transfer where resources follow outdated registers. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mobility within a country within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Authorities should reconcile entitlement, enrolment and finance promptly. Institutions should not be discouraged from admitting a learner because the corresponding allocation will arrive late.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-8-b003", "type": "PARAGRAPH", "text": "Mobile learners may repeat induction and assessment unnecessarily. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mobility within a country within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. A portable record and common minimum definitions can reduce this burden while leaving room for local curriculum differences. The receiving institution should review current need rather than assume that all prior support remains appropriate.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-9", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "9", "title": "Cross-border recognition", "anchor": "9-cross-border-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-9-b001", "type": "PARAGRAPH", "text": "Cross-border continuity depends on intelligible qualifications and proportionate recognition. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Cross-border recognition within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2023-10-9-b002", "type": "PARAGRAPH", "text": "Where documents cannot be verified through ordinary channels, an assessment or reconstructed account may be justified. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Cross-border recognition within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-9-b003", "type": "PARAGRAPH", "text": "Regional cooperation can improve comparability and information exchange. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Cross-border recognition within Part II — Continuity across institutions and time: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. It should not override national legal competence or create an assurance unsupported by evidence. The practical aim is a fair, timely and intelligible decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-10", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "10", "title": "Planning the entitled population", "anchor": "10-planning-the-entitled-population", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-10-b001", "type": "PARAGRAPH", "text": "Capacity planning should begin with the resident and expected population, not the capacity already visible. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Planning the entitled population within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-10-b002", "type": "PARAGRAPH", "text": "Scenarios should identify teachers, rooms, materials, language support, transport and specialist services. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Planning the entitled population within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-10-b003", "type": "PARAGRAPH", "text": "Host-community conditions belong in the same account. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Planning the entitled population within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. If services are already overcrowded, additional capacity should improve the common standard. Separate financing streams should not create visibly unequal institutions without an educational and protection justification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-11", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "11", "title": "Workforce and professional support", "anchor": "11-workforce-and-professional-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-11-b001", "type": "PARAGRAPH", "text": "Teachers carry the ordinary duty to teach a diverse class, supported by public institutions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Workforce and professional support within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [ "REF-04", "REF-05" ] }, { "id": "sec-iceqc-r-2023-10-11-b002", "type": "PARAGRAPH", "text": "Recruitment of qualified refugee or migrant educators can add language and curriculum expertise where law permits. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Workforce and professional support within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Recognition of qualifications, safeguarding checks and employment standards should remain credible. Informal reliance on unprotected voluntary labour is not a durable workforce policy.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-11-b003", "type": "PARAGRAPH", "text": "School leaders require authority to organise support and escalate gaps. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Workforce and professional support within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. They should not be held accountable for services controlled elsewhere without a documented dependency. Supervision should examine both educational quality and institutional conditions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-12", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "12", "title": "Finance and handover", "anchor": "12-finance-and-handover", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-12-b001", "type": "PARAGRAPH", "text": "Education continuity has recurrent costs. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Finance and handover within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2023-10-12-b002", "type": "PARAGRAPH", "text": "External funding should disclose duration, conditions and unit costs. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Finance and handover within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-12-b003", "type": "PARAGRAPH", "text": "Equity review should compare actual public support across learners while recognising different needs. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Finance and handover within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Household costs, informal charges and travel can defeat formal free access. Financial correction should reach the barrier rather than merely increase an aggregate allocation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-13", "partId": "part-iceqc-r-2023-10-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-2023-10-13-b001", "type": "PARAGRAPH", "text": "Education institutions may identify protection, health or psychosocial need, but competent services should respond. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection, health and psychosocial support within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Referral guidance should state triggers, consent where appropriate, receiving authority, urgent action, confirmation and follow-up.", "citationIds": [ "REF-10", "REF-11", "REF-12" ] }, { "id": "sec-iceqc-r-2023-10-13-b002", "type": "PARAGRAPH", "text": "Teachers should not be required to elicit detailed accounts of traumatic events for educational placement. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection, health and psychosocial support within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-13-b003", "type": "PARAGRAPH", "text": "Where receiving capacity is absent, the referring body should maintain interim protection and escalate the gap. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection, health and psychosocial support within Part III — Capacity and shared responsibility: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. A completed form or transmitted message does not establish that support was received.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-14", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "14", "title": "Measures of timely access", "anchor": "14-measures-of-timely-access", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-14-b001", "type": "PARAGRAPH", "text": "Timely access requires a defined starting point and service state. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Measures of timely access within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2023-10-14-b002", "type": "PARAGRAPH", "text": "Admission, attendance and participation are distinct. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Measures of timely access within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-14-b003", "type": "PARAGRAPH", "text": "Comparisons across places require common definitions and coverage. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Measures of timely access within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Where the responsible authority changes the definition, the public series should mark the break. Uncertain status should not remove a learner from the denominator if the educational entitlement applies.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-15", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "15", "title": "Quality and progression evidence", "anchor": "15-quality-and-progression-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-15-b001", "type": "PARAGRAPH", "text": "Quality evidence should examine teacher availability, instructional time, curriculum access, materials, support and learner experience. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Quality and progression evidence within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2023-10-15-b002", "type": "PARAGRAPH", "text": "Progression should follow cohorts where possible and identify transfer, repetition, interruption and completion. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Quality and progression evidence within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. Movement between institutions can appear as dropout when records are not linked. Authorities should distinguish a data gap from educational departure.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-15-b003", "type": "PARAGRAPH", "text": "Recognition evidence should show whether completed learning permits entry to the next level or employment route. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Quality and progression evidence within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. Certificates issued outside the recognised system need a clear status. Participation in a temporary programme does not itself establish recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-16", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "16", "title": "Complaint and remedy", "anchor": "16-complaint-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-16-b001", "type": "PARAGRAPH", "text": "Learners and families need accessible routes to challenge refusal, delay, placement, discrimination, unsafe conditions and failures of support. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Complaint and remedy within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Information should be available in languages and forms that the affected population can use. Urgent education loss requires timely interim action.", "citationIds": [ "REF-01", "REF-03" ] }, { "id": "sec-iceqc-r-2023-10-16-b002", "type": "PARAGRAPH", "text": "Complaint bodies should identify competence and transfer matters without making families restart. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Complaint and remedy within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Reasons should cite the applicable standard and evidence. Confidentiality should protect the complainant while permitting systemic learning from recurring failures.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-16-b003", "type": "PARAGRAPH", "text": "Remedy may require admission, adjusted placement, support, corrected records, recognition or restoration of missed opportunity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Complaint and remedy within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. An aggregate programme change does not by itself remedy an individual exclusion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-17", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "17", "title": "Public reporting", "anchor": "17-public-reporting", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-17-b001", "type": "PARAGRAPH", "text": "Public reporting should distinguish commitment, capacity, delivery and result. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Public reporting within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [ "REF-33" ] }, { "id": "sec-iceqc-r-2023-10-17-b002", "type": "PARAGRAPH", "text": "Distributional reporting should be sufficient to expose unequal access but protect identity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Public reporting within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-17-b003", "type": "PARAGRAPH", "text": "Unresolved limitations belong in the main account. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Public reporting within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Authorities should identify missing populations, uncertain estimates, unavailable services and the next correction. Credibility is strengthened by a bounded claim, not by removing adverse evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-18", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "18", "title": "National readiness review", "anchor": "18-national-readiness-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-18-b001", "type": "PARAGRAPH", "text": "A national readiness review should test whether the Declaration's education commitment can be carried through ordinary administrative decisions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. It should not begin with a general statement of support. 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.", "citationIds": [ "REF-03", "REF-07", "REF-33" ] }, { "id": "sec-iceqc-r-2023-10-18-b002", "type": "PARAGRAPH", "text": "The first readiness question is whether applicable entitlement has been translated into instructions used by local offices and institutions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b003", "type": "PARAGRAPH", "text": "The second question concerns capacity at the places where people arrive and settle. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b004", "type": "PARAGRAPH", "text": "The third question is whether placement protects educational progression. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b005", "type": "PARAGRAPH", "text": "Language readiness requires more than counting specialist teachers. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Schools need a model describing how initial support connects to subject teaching, how progress is reviewed and how families receive consequential information. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b006", "type": "PARAGRAPH", "text": "Record continuity should be tested through a simulated transfer. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b007", "type": "PARAGRAPH", "text": "Examination and certification rules deserve separate review because exclusion may emerge only after years of participation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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. A learner admitted to education but barred from its recognised conclusion has not received full continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b008", "type": "PARAGRAPH", "text": "Safeguarding readiness should map referral and receiving capacity. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b009", "type": "PARAGRAPH", "text": "Financial readiness should distinguish immediate and recurrent obligations. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b010", "type": "PARAGRAPH", "text": "Participation in readiness review should reach those who encounter the arrangements. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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. Consultation findings require an authorised response stating what will change, what cannot change and why.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b011", "type": "PARAGRAPH", "text": "The review should conclude with a bounded public judgement for every tested function: ready, partly ready or not ready. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b012", "type": "PARAGRAPH", "text": "Readiness is not a permanent status. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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 purpose is to preserve continuity under changing conditions while keeping the public duty visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b013", "type": "PARAGRAPH", "text": "Finally, national review should remain connected to international shared responsibility. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on National readiness review within Part IV — Evidence, accountability and correction: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Comparable information on population, capacity, finance and unmet need can support cooperation, but it should be drawn from a credible national account. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-1", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "1", "title": "Improvement proposition", "anchor": "1-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-1-b001", "type": "PARAGRAPH", "text": "The relevant service is the lawful roles of education, health, protection and other bodies in securing learner participation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [ "REF-01" ] } ] }, { "id": "sec-iceqc-r-2023-10-2", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "2", "title": "Mandate", "anchor": "2-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-2-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-2-b002", "type": "PARAGRAPH", "text": "The mandate test asks which body has authority and duty for the decision. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-2-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-2023-10-3", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "3", "title": "Minimum service", "anchor": "3-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-3-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-3-b002", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Local evidence should be capable of changing a central account of service availability.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-3-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-2023-10-4", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "4", "title": "Pathway", "anchor": "4-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-4-b001", "type": "PARAGRAPH", "text": "The protected public interest in mandate and shared governance concerns the lawful roles of education, health, protection and other bodies in securing learner participation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-4-b002", "type": "PARAGRAPH", "text": "Under pathway, review concerns how a learner moves from identification through response and follow-up. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-4-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-2023-10-5", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "5", "title": "Equity", "anchor": "5-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-5-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-5-b002", "type": "PARAGRAPH", "text": "The equity standard requires consideration of which learners cannot use the ordinary pathway. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-5-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-2023-10-6", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "6", "title": "Capacity", "anchor": "6-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-6-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. The risk is that coordination can be described broadly while no body owns a consequential decision. A competent body should define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-6-b002", "type": "PARAGRAPH", "text": "Review of capacity should determine which staff, time, finance and facilities make delivery feasible. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-6-b003", "type": "PARAGRAPH", "text": "Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Additional coordination activity may not resolve it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-7", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "7", "title": "Evidence", "anchor": "7-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-7-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Where coordination can be described broadly while no body owns a consequential decision, institutional reporting can overstate both reach and protection. Authorities should define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-7-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Any conclusion must respect that plans and aggregate activity do not establish effective coordination.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-7-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-2023-10-8", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "8", "title": "Protection", "anchor": "8-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-8-b001", "type": "PARAGRAPH", "text": "Applied to mandate and shared governance, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-8-b002", "type": "PARAGRAPH", "text": "The protection test asks which safety, privacy and professional boundaries govern action. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-8-b003", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-9", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "9", "title": "Monitoring", "anchor": "9-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-9-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-9-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Local evidence should be capable of changing a central account of service availability.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-9-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-10", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "10", "title": "Review", "anchor": "10-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-10-b001", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-10-b002", "type": "PARAGRAPH", "text": "Under review, review concerns how failure changes protocol, resource and responsibility. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-10-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part I — Mandate and shared governance: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-11", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "11", "title": "Improvement proposition", "anchor": "11-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-11-b001", "type": "PARAGRAPH", "text": "The relevant service is the learners and communities requiring connected services and the barriers affecting their use. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [ "REF-02" ] } ] }, { "id": "sec-iceqc-r-2023-10-12", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "12", "title": "Mandate", "anchor": "12-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-12-b001", "type": "PARAGRAPH", "text": "Population and access requires explicit improvement control because it concerns the learners and communities requiring connected services and the barriers affecting their use. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-12-b002", "type": "PARAGRAPH", "text": "Review of mandate should determine which body has authority and duty for the decision. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-12-b003", "type": "PARAGRAPH", "text": "Applied to population and access, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-13", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "13", "title": "Minimum service", "anchor": "13-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-13-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-13-b002", "type": "PARAGRAPH", "text": "For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Any conclusion must respect that a meeting or agreement is not itself a service.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-13-b003", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to population and access, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-14", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "14", "title": "Pathway", "anchor": "14-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-14-b001", "type": "PARAGRAPH", "text": "In population and access, cross-sector coordination should secure the learners and communities requiring connected services and the barriers affecting their use. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should therefore combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-14-b002", "type": "PARAGRAPH", "text": "The pathway test asks how a learner moves from identification through response and follow-up. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-14-b003", "type": "PARAGRAPH", "text": "Within population and access, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-15", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "15", "title": "Equity", "anchor": "15-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-15-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. In this domain, provider and school lists can omit displaced, disabled, remote and previously excluded learners. The immediate improvement response is to combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-15-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Local evidence should be capable of changing a central account of service availability.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-15-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Within population and access, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-16", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "16", "title": "Capacity", "anchor": "16-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-16-b001", "type": "PARAGRAPH", "text": "The protected public interest in population and access concerns the learners and communities requiring connected services and the barriers affecting their use. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 required course is to combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-16-b002", "type": "PARAGRAPH", "text": "Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-16-b003", "type": "PARAGRAPH", "text": "At the point of service, Within population and access, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-17", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "17", "title": "Evidence", "anchor": "17-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-17-b001", "type": "PARAGRAPH", "text": "Planning for population and access should begin with the learners and communities requiring connected services and the barriers affecting their use. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. A foreseeable failure arises where provider and school lists can omit displaced, disabled, remote and previously excluded learners. Participating bodies should combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-17-b002", "type": "PARAGRAPH", "text": "The evidence standard requires consideration of which dated record demonstrates operation and limitation. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-17-b003", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to population and access, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-18", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "18", "title": "Protection", "anchor": "18-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-18-b001", "type": "PARAGRAPH", "text": "For a documented correction, Applied to population and access, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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. A competent body should combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b002", "type": "PARAGRAPH", "text": "Review of protection should determine which safety, privacy and professional boundaries govern action. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-18-b003", "type": "PARAGRAPH", "text": "Within an authorised local response, Within population and access, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-19", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "19", "title": "Monitoring", "anchor": "19-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-19-b001", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Applied to population and access, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-19-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Any conclusion must respect that referral volume alone does not establish benefit.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-19-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Within population and access, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-20", "partId": "part-iceqc-r-2023-10-ii", "parentId": null, "number": "20", "title": "Review", "anchor": "20-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-20-b001", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Applied to population and access, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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. Authorities should therefore combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-20-b002", "type": "PARAGRAPH", "text": "The review test asks how failure changes protocol, resource and responsibility. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-20-b003", "type": "PARAGRAPH", "text": "For population and access, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part II — Population and access: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-21", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "21", "title": "Improvement proposition", "anchor": "21-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-21-b001", "type": "PARAGRAPH", "text": "The relevant service is the education, health and protection conditions each body is expected to influence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. The principal risk is that a common goal can blur professional competence or make every result a joint responsibility. Authorities should state outcomes, contribution, decision rights and limits.", "citationIds": [ "REF-03" ] } ] }, { "id": "sec-iceqc-r-2023-10-22", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "22", "title": "Mandate", "anchor": "22-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-22-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-22-b002", "type": "PARAGRAPH", "text": "Under mandate, review concerns which body has authority and duty for the decision. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-22-b003", "type": "PARAGRAPH", "text": "For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-23", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "23", "title": "Minimum service", "anchor": "23-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-23-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-23-b002", "type": "PARAGRAPH", "text": "The minimum service standard requires consideration of which learner-facing condition should be present. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-23-b003", "type": "PARAGRAPH", "text": "Within shared outcomes and service boundaries, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-24", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "24", "title": "Pathway", "anchor": "24-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-24-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-24-b002", "type": "PARAGRAPH", "text": "Review of pathway should determine how a learner moves from identification through response and follow-up. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-24-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-25", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "25", "title": "Equity", "anchor": "25-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-25-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-25-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Any conclusion must respect that equal procedure does not establish equal access.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-25-b003", "type": "PARAGRAPH", "text": "For institutional follow-through, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-26", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "26", "title": "Capacity", "anchor": "26-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-26-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-26-b002", "type": "PARAGRAPH", "text": "The capacity test asks which staff, time, finance and facilities make delivery feasible. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-26-b003", "type": "PARAGRAPH", "text": "Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-27", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "27", "title": "Evidence", "anchor": "27-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-27-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-27-b002", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Local evidence should be capable of changing a central account of service availability.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-27-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-28", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "28", "title": "Protection", "anchor": "28-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-28-b001", "type": "PARAGRAPH", "text": "With the affected population in view, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-28-b002", "type": "PARAGRAPH", "text": "Under protection, review concerns which safety, privacy and professional boundaries govern action. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-28-b003", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-29", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "29", "title": "Monitoring", "anchor": "29-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-29-b001", "type": "PARAGRAPH", "text": "In the evidence available locally, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-29-b002", "type": "PARAGRAPH", "text": "The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-29-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-30", "partId": "part-iceqc-r-2023-10-iii", "parentId": null, "number": "30", "title": "Review", "anchor": "30-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-30-b001", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-30-b002", "type": "PARAGRAPH", "text": "Review of review should determine how failure changes protocol, resource and responsibility. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-30-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part III — Shared outcomes and service boundaries: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-31", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "31", "title": "Improvement proposition", "anchor": "31-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-31-b001", "type": "PARAGRAPH", "text": "The relevant service is timely recognition of need and a safe route to competent assessment or service. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [ "REF-04" ] } ] }, { "id": "sec-iceqc-r-2023-10-32", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "32", "title": "Mandate", "anchor": "32-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-32-b001", "type": "PARAGRAPH", "text": "In identification and referral, cross-sector coordination should secure timely recognition of need and a safe route to competent assessment or service. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-32-b002", "type": "PARAGRAPH", "text": "Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. The mandate test asks which body has authority and duty for the decision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-32-b003", "type": "PARAGRAPH", "text": "Within identification and referral, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-33", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "33", "title": "Minimum service", "anchor": "33-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-33-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-33-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-33-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-34", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "34", "title": "Pathway", "anchor": "34-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-34-b001", "type": "PARAGRAPH", "text": "The protected public interest in identification and referral concerns timely recognition of need and a safe route to competent assessment or service. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-34-b002", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-34-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Within identification and referral, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-35", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "35", "title": "Equity", "anchor": "35-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-35-b001", "type": "PARAGRAPH", "text": "Planning for identification and referral should begin with timely recognition of need and a safe route to competent assessment or service. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-35-b002", "type": "PARAGRAPH", "text": "At the point of service, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-35-b003", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-36", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "36", "title": "Capacity", "anchor": "36-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-36-b001", "type": "PARAGRAPH", "text": "Identification and referral requires explicit improvement control because it concerns timely recognition of need and a safe route to competent assessment or service. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-36-b002", "type": "PARAGRAPH", "text": "For a documented correction, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-36-b003", "type": "PARAGRAPH", "text": "Within an authorised local response, Within identification and referral, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-37", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "37", "title": "Evidence", "anchor": "37-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-37-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-37-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-37-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-38", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "38", "title": "Protection", "anchor": "38-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-38-b001", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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. Authorities should therefore define trigger, consent, receiving capacity, follow-up and interim protection. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-38-b002", "type": "PARAGRAPH", "text": "In a credible implementation account, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. The protection test asks which safety, privacy and professional boundaries govern action. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-38-b003", "type": "PARAGRAPH", "text": "For identification and referral, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-39", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "39", "title": "Monitoring", "anchor": "39-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-39-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-39-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-39-b003", "type": "PARAGRAPH", "text": "At the next review decision, Within identification and referral, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-40", "partId": "part-iceqc-r-2023-10-iv", "parentId": null, "number": "40", "title": "Review", "anchor": "40-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-40-b001", "type": "PARAGRAPH", "text": "With the affected population in view, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-40-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to identification and referral, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-40-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part IV — Identification and referral: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-41", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "41", "title": "Improvement proposition", "anchor": "41-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-41-b001", "type": "PARAGRAPH", "text": "The relevant service is health conditions, services and information affecting attendance and learning. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [ "REF-05" ] } ] }, { "id": "sec-iceqc-r-2023-10-42", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "42", "title": "Mandate", "anchor": "42-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-42-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-42-b002", "type": "PARAGRAPH", "text": "Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-42-b003", "type": "PARAGRAPH", "text": "For health and readiness to learn, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-43", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "43", "title": "Minimum service", "anchor": "43-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-43-b001", "type": "PARAGRAPH", "text": "The public purpose of health and readiness to learn is the credible provision of health conditions, services and information affecting attendance and learning. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-43-b002", "type": "PARAGRAPH", "text": "Within the stated service boundary, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-43-b003", "type": "PARAGRAPH", "text": "Within health and readiness to learn, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-44", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "44", "title": "Pathway", "anchor": "44-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-44-b001", "type": "PARAGRAPH", "text": "In health and readiness to learn, cross-sector coordination should secure health conditions, services and information affecting attendance and learning. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-44-b002", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-44-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-45", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "45", "title": "Equity", "anchor": "45-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-45-b001", "type": "PARAGRAPH", "text": "Equity is material because health conditions, services and information affecting attendance and learning cannot be inferred from a memorandum or coordination structure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. In this domain, schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. The immediate improvement response is to connect education observation with qualified health response and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-45-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-45-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, For health and readiness to learn, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-46", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "46", "title": "Capacity", "anchor": "46-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-46-b001", "type": "PARAGRAPH", "text": "The protected public interest in health and readiness to learn concerns health conditions, services and information affecting attendance and learning. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 required course is to connect education observation with qualified health response and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-46-b002", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-46-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-47", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "47", "title": "Evidence", "anchor": "47-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-47-b001", "type": "PARAGRAPH", "text": "Planning for health and readiness to learn should begin with health conditions, services and information affecting attendance and learning. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. A foreseeable failure arises where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Participating bodies should connect education observation with qualified health response and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-47-b002", "type": "PARAGRAPH", "text": "At the point of service, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-47-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-48", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "48", "title": "Protection", "anchor": "48-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-48-b001", "type": "PARAGRAPH", "text": "For a documented correction, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-48-b002", "type": "PARAGRAPH", "text": "Within an authorised local response, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-48-b003", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-49", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "49", "title": "Monitoring", "anchor": "49-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-49-b001", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-49-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-49-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, For health and readiness to learn, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-50", "partId": "part-iceqc-r-2023-10-v", "parentId": null, "number": "50", "title": "Review", "anchor": "50-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-50-b001", "type": "PARAGRAPH", "text": "For institutional follow-through, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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. Authorities should therefore connect education observation with qualified health response and continuity. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-50-b002", "type": "PARAGRAPH", "text": "At the next review decision, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-50-b003", "type": "PARAGRAPH", "text": "With the affected population in view, Within health and readiness to learn, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part V — Health and readiness to learn: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-51", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "51", "title": "Improvement proposition", "anchor": "51-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-51-b001", "type": "PARAGRAPH", "text": "The relevant service is prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The principal risk is that shared protocols can expose sensitive information or delay urgent protection. Authorities should retain trained response, lawful reporting, confidentiality and education support.", "citationIds": [ "REF-06" ] } ] }, { "id": "sec-iceqc-r-2023-10-52", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "52", "title": "Mandate", "anchor": "52-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-52-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-52-b002", "type": "PARAGRAPH", "text": "Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-52-b003", "type": "PARAGRAPH", "text": "Within safeguarding and protection, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-53", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "53", "title": "Minimum service", "anchor": "53-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-53-b001", "type": "PARAGRAPH", "text": "Planning for safeguarding and protection should begin with prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-53-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-53-b003", "type": "PARAGRAPH", "text": "For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-54", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "54", "title": "Pathway", "anchor": "54-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-54-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-54-b002", "type": "PARAGRAPH", "text": "In the evidence available locally, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-54-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, Within safeguarding and protection, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-55", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "55", "title": "Equity", "anchor": "55-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-55-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-55-b002", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-55-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-56", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "56", "title": "Capacity", "anchor": "56-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-56-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-56-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-56-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-57", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "57", "title": "Evidence", "anchor": "57-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-57-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-57-b002", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-57-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-58", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "58", "title": "Protection", "anchor": "58-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-58-b001", "type": "PARAGRAPH", "text": "At the point of service, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-58-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-58-b003", "type": "PARAGRAPH", "text": "For a documented correction, For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-59", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "59", "title": "Monitoring", "anchor": "59-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-59-b001", "type": "PARAGRAPH", "text": "Within an authorised local response, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-59-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-59-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-60", "partId": "part-iceqc-r-2023-10-vi", "parentId": null, "number": "60", "title": "Review", "anchor": "60-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-60-b001", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-60-b002", "type": "PARAGRAPH", "text": "In a credible implementation account, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-60-b003", "type": "PARAGRAPH", "text": "For institutional follow-through, For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part VI — Safeguarding and protection: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-61", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "61", "title": "Improvement proposition", "anchor": "61-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-61-b001", "type": "PARAGRAPH", "text": "The relevant service is services supporting health, dignity, attendance and sustained education. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [ "REF-07" ] } ] }, { "id": "sec-iceqc-r-2023-10-62", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "62", "title": "Mandate", "anchor": "62-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-62-b001", "type": "PARAGRAPH", "text": "In nutrition, water and sanitation, cross-sector coordination should secure services supporting health, dignity, attendance and sustained education. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-62-b002", "type": "PARAGRAPH", "text": "Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. The mandate test asks which body has authority and duty for the decision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-62-b003", "type": "PARAGRAPH", "text": "Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-63", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "63", "title": "Minimum service", "anchor": "63-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-63-b001", "type": "PARAGRAPH", "text": "Minimum service is material because services supporting health, dignity, attendance and sustained education cannot be inferred from a memorandum or coordination structure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-63-b002", "type": "PARAGRAPH", "text": "At the next review decision, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-63-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-64", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "64", "title": "Pathway", "anchor": "64-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-64-b001", "type": "PARAGRAPH", "text": "The protected public interest in nutrition, water and sanitation concerns services supporting health, dignity, attendance and sustained education. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-64-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-64-b003", "type": "PARAGRAPH", "text": "In the evidence available locally, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-65", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "65", "title": "Equity", "anchor": "65-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-65-b001", "type": "PARAGRAPH", "text": "Planning for nutrition, water and sanitation should begin with services supporting health, dignity, attendance and sustained education. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-65-b002", "type": "PARAGRAPH", "text": "Within the stated service boundary, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-65-b003", "type": "PARAGRAPH", "text": "Viewed through public authority, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-66", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "66", "title": "Capacity", "anchor": "66-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-66-b001", "type": "PARAGRAPH", "text": "Nutrition, water and sanitation requires explicit improvement control because it concerns services supporting health, dignity, attendance and sustained education. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-66-b002", "type": "PARAGRAPH", "text": "For operational assurance, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-66-b003", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-67", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "67", "title": "Evidence", "anchor": "67-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-67-b001", "type": "PARAGRAPH", "text": "The public purpose of nutrition, water and sanitation is the credible provision of services supporting health, dignity, attendance and sustained education. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-67-b002", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-67-b003", "type": "PARAGRAPH", "text": "Under a proportionate review, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-68", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "68", "title": "Protection", "anchor": "68-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-68-b001", "type": "PARAGRAPH", "text": "For the responsible institution, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. In nutrition, water and sanitation, cross-sector coordination should secure 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 therefore set learner-facing minima, responsible service and corrective thresholds. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-68-b002", "type": "PARAGRAPH", "text": "At the point of service, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The protection test asks which safety, privacy and professional boundaries govern action. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-68-b003", "type": "PARAGRAPH", "text": "In the applicable protection setting, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-69", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "69", "title": "Monitoring", "anchor": "69-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-69-b001", "type": "PARAGRAPH", "text": "Monitoring is material because services supporting health, dignity, attendance and sustained education cannot be inferred from a memorandum or coordination structure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-69-b002", "type": "PARAGRAPH", "text": "For a documented correction, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-69-b003", "type": "PARAGRAPH", "text": "For nutrition, water and sanitation, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-70", "partId": "part-iceqc-r-2023-10-vii", "parentId": null, "number": "70", "title": "Review", "anchor": "70-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-70-b001", "type": "PARAGRAPH", "text": "Within an authorised local response, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 required course is to set learner-facing minima, responsible service and corrective thresholds. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-70-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-70-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part VII — Nutrition, water and sanitation: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-71", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "71", "title": "Improvement proposition", "anchor": "71-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-71-b001", "type": "PARAGRAPH", "text": "The relevant service is the preparation, workload, support and conduct of staff implementing connected arrangements. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [ "REF-08" ] } ] }, { "id": "sec-iceqc-r-2023-10-72", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "72", "title": "Mandate", "anchor": "72-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-72-b001", "type": "PARAGRAPH", "text": "Teachers and frontline personnel requires explicit improvement control because it concerns the preparation, workload, support and conduct of staff implementing connected arrangements. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-72-b002", "type": "PARAGRAPH", "text": "Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-72-b003", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-73", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "73", "title": "Minimum service", "anchor": "73-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-73-b001", "type": "PARAGRAPH", "text": "The public purpose of teachers and frontline personnel is the credible provision of the preparation, workload, support and conduct of staff implementing connected arrangements. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Where frontline staff can receive added duties without time, competence, supervision or protection, institutional reporting can overstate both reach and protection. Authorities should define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-73-b002", "type": "PARAGRAPH", "text": "In a credible implementation account, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-73-b003", "type": "PARAGRAPH", "text": "For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-74", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "74", "title": "Pathway", "anchor": "74-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-74-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-74-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-74-b003", "type": "PARAGRAPH", "text": "At the next review decision, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-75", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "75", "title": "Equity", "anchor": "75-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-75-b001", "type": "PARAGRAPH", "text": "Equity is material because the preparation, workload, support and conduct of staff implementing connected arrangements cannot be inferred from a memorandum or coordination structure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. In this domain, frontline staff can receive added duties without time, competence, supervision or protection. The immediate improvement response is to define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-75-b002", "type": "PARAGRAPH", "text": "With the affected population in view, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-75-b003", "type": "PARAGRAPH", "text": "Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-76", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "76", "title": "Capacity", "anchor": "76-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-76-b001", "type": "PARAGRAPH", "text": "The protected public interest in teachers and frontline personnel concerns the preparation, workload, support and conduct of staff implementing connected arrangements. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 required course is to define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-76-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-76-b003", "type": "PARAGRAPH", "text": "In the evidence available locally, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-77", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "77", "title": "Evidence", "anchor": "77-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-77-b001", "type": "PARAGRAPH", "text": "Planning for teachers and frontline personnel should begin with the preparation, workload, support and conduct of staff implementing connected arrangements. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. A foreseeable failure arises where frontline staff can receive added duties without time, competence, supervision or protection. Participating bodies should define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-77-b002", "type": "PARAGRAPH", "text": "Within the stated service boundary, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-77-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-78", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "78", "title": "Protection", "anchor": "78-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-78-b001", "type": "PARAGRAPH", "text": "For operational assurance, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-78-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-78-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-79", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "79", "title": "Monitoring", "anchor": "79-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-79-b001", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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. Authorities should define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-79-b002", "type": "PARAGRAPH", "text": "For the responsible institution, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-79-b003", "type": "PARAGRAPH", "text": "At the point of service, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-80", "partId": "part-iceqc-r-2023-10-viii", "parentId": null, "number": "80", "title": "Review", "anchor": "80-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-80-b001", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-80-b002", "type": "PARAGRAPH", "text": "For a documented correction, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-80-b003", "type": "PARAGRAPH", "text": "Within an authorised local response, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part VIII — Teachers and frontline personnel: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-81", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "81", "title": "Improvement proposition", "anchor": "81-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-81-b001", "type": "PARAGRAPH", "text": "The relevant service is the minimum data needed for coordination and the controls governing collection, access and disclosure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. The principal risk is that broad sharing can create harm while excessive restriction prevents necessary service. Authorities should use purpose limitation, consent, access control and accountable exception.", "citationIds": [ "REF-09" ] } ] }, { "id": "sec-iceqc-r-2023-10-82", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "82", "title": "Mandate", "anchor": "82-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-82-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-82-b002", "type": "PARAGRAPH", "text": "Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-82-b003", "type": "PARAGRAPH", "text": "Applied to information and privacy, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-83", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "83", "title": "Minimum service", "anchor": "83-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-83-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-83-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-83-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to information and privacy, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-84", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "84", "title": "Pathway", "anchor": "84-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-84-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-84-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-84-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, Applied to information and privacy, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-85", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "85", "title": "Equity", "anchor": "85-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-85-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-85-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-85-b003", "type": "PARAGRAPH", "text": "At the next review decision, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-86", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "86", "title": "Capacity", "anchor": "86-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-86-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-86-b002", "type": "PARAGRAPH", "text": "With the affected population in view, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-86-b003", "type": "PARAGRAPH", "text": "For a timely administrative response, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-87", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "87", "title": "Evidence", "anchor": "87-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-87-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-87-b002", "type": "PARAGRAPH", "text": "In the evidence available locally, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-87-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-88", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "88", "title": "Protection", "anchor": "88-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-88-b001", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to information and privacy, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-88-b002", "type": "PARAGRAPH", "text": "For operational assurance, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-88-b003", "type": "PARAGRAPH", "text": "In the corresponding local account, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-89", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "89", "title": "Monitoring", "anchor": "89-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-89-b001", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to information and privacy, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-89-b002", "type": "PARAGRAPH", "text": "Under a proportionate review, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-89-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-90", "partId": "part-iceqc-r-2023-10-ix", "parentId": null, "number": "90", "title": "Review", "anchor": "90-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-90-b001", "type": "PARAGRAPH", "text": "At the point of service, Applied to information and privacy, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-90-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-90-b003", "type": "PARAGRAPH", "text": "For a documented correction, Within information and privacy, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part IX — Information and privacy: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-91", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "91", "title": "Improvement proposition", "anchor": "91-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-91-b001", "type": "PARAGRAPH", "text": "The relevant service is the resources and recurrent commitments required across participating bodies. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [ "REF-10" ] } ] }, { "id": "sec-iceqc-r-2023-10-92", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "92", "title": "Mandate", "anchor": "92-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-92-b001", "type": "PARAGRAPH", "text": "In finance and service capacity, cross-sector coordination should secure the resources and recurrent commitments required across participating bodies. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-92-b002", "type": "PARAGRAPH", "text": "For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. The mandate test asks which body has authority and duty for the decision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-92-b003", "type": "PARAGRAPH", "text": "Within an authorised local response, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-93", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "93", "title": "Minimum service", "anchor": "93-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-93-b001", "type": "PARAGRAPH", "text": "Minimum service is material because the resources and recurrent commitments required across participating bodies cannot be inferred from a memorandum or coordination structure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-93-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-93-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-94", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "94", "title": "Pathway", "anchor": "94-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-94-b001", "type": "PARAGRAPH", "text": "The protected public interest in finance and service capacity concerns the resources and recurrent commitments required across participating bodies. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-94-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-94-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-95", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "95", "title": "Equity", "anchor": "95-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-95-b001", "type": "PARAGRAPH", "text": "Planning for finance and service capacity should begin with the resources and recurrent commitments required across participating bodies. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-95-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-95-b003", "type": "PARAGRAPH", "text": "At the next review decision, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-96", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "96", "title": "Capacity", "anchor": "96-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-96-b001", "type": "PARAGRAPH", "text": "Finance and service capacity requires explicit improvement control because it concerns the resources and recurrent commitments required across participating bodies. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-96-b002", "type": "PARAGRAPH", "text": "With the affected population in view, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-96-b003", "type": "PARAGRAPH", "text": "For a timely administrative response, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-97", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "97", "title": "Evidence", "anchor": "97-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-97-b001", "type": "PARAGRAPH", "text": "The public purpose of finance and service capacity is the credible provision of the resources and recurrent commitments required across participating bodies. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-97-b002", "type": "PARAGRAPH", "text": "In the evidence available locally, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-97-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-98", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "98", "title": "Protection", "anchor": "98-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-98-b001", "type": "PARAGRAPH", "text": "Applied to finance and service capacity, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-98-b002", "type": "PARAGRAPH", "text": "Viewed through public authority, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. The protection test asks which safety, privacy and professional boundaries govern action. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-98-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to finance and service capacity, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-99", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "99", "title": "Monitoring", "anchor": "99-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-99-b001", "type": "PARAGRAPH", "text": "Monitoring is material because the resources and recurrent commitments required across participating bodies cannot be inferred from a memorandum or coordination structure. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-99-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-99-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to finance and service capacity, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-100", "partId": "part-iceqc-r-2023-10-x", "parentId": null, "number": "100", "title": "Review", "anchor": "100-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-100-b001", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to finance and service capacity, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The protected public interest in finance and service capacity concerns the resources and recurrent commitments required across participating bodies. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-100-b002", "type": "PARAGRAPH", "text": "For the responsible institution, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-100-b003", "type": "PARAGRAPH", "text": "At the point of service, Applied to finance and service capacity, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part X — Finance and service capacity: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-101", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "101", "title": "Improvement proposition", "anchor": "101-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-101-b001", "type": "PARAGRAPH", "text": "The relevant service is the involvement and information needed for learners, families, staff and communities to use services. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [ "REF-11" ] } ] }, { "id": "sec-iceqc-r-2023-10-102", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "102", "title": "Mandate", "anchor": "102-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-102-b001", "type": "PARAGRAPH", "text": "Participation and communication requires explicit improvement control because it concerns the involvement and information needed for learners, families, staff and communities to use services. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-102-b002", "type": "PARAGRAPH", "text": "For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-102-b003", "type": "PARAGRAPH", "text": "Applied to participation and communication, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-103", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "103", "title": "Minimum service", "anchor": "103-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-103-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-103-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-103-b003", "type": "PARAGRAPH", "text": "For a documented correction, Applied to participation and communication, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-104", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "104", "title": "Pathway", "anchor": "104-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-104-b001", "type": "PARAGRAPH", "text": "In participation and communication, cross-sector coordination should secure the involvement and information needed for learners, families, staff and communities to use services. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-104-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-104-b003", "type": "PARAGRAPH", "text": "Within participation and communication, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-105", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "105", "title": "Equity", "anchor": "105-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-105-b001", "type": "PARAGRAPH", "text": "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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. In this domain, technical coordination can proceed without accessible information or meaningful affected-person evidence. The immediate improvement response is to provide languages, formats, safe feedback and reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-105-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-105-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Within participation and communication, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-106", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "106", "title": "Capacity", "anchor": "106-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-106-b001", "type": "PARAGRAPH", "text": "The protected public interest in participation and communication concerns the involvement and information needed for learners, families, staff and communities to use services. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 required course is to provide languages, formats, safe feedback and reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-106-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-106-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, Within participation and communication, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-107", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "107", "title": "Evidence", "anchor": "107-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-107-b001", "type": "PARAGRAPH", "text": "Planning for participation and communication should begin with the involvement and information needed for learners, families, staff and communities to use services. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. A foreseeable failure arises where technical coordination can proceed without accessible information or meaningful affected-person evidence. Participating bodies should provide languages, formats, safe feedback and reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-107-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-107-b003", "type": "PARAGRAPH", "text": "At the next review decision, Applied to participation and communication, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-108", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "108", "title": "Protection", "anchor": "108-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-108-b001", "type": "PARAGRAPH", "text": "With the affected population in view, Applied to participation and communication, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-108-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-108-b003", "type": "PARAGRAPH", "text": "In the evidence available locally, Within participation and communication, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-109", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "109", "title": "Monitoring", "anchor": "109-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-109-b001", "type": "PARAGRAPH", "text": "Within the stated service boundary, Applied to participation and communication, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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. Authorities should provide languages, formats, safe feedback and reasons. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-109-b002", "type": "PARAGRAPH", "text": "Viewed through public authority, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-109-b003", "type": "PARAGRAPH", "text": "For operational assurance, Within participation and communication, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-110", "partId": "part-iceqc-r-2023-10-xi", "parentId": null, "number": "110", "title": "Review", "anchor": "110-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-110-b001", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to participation and communication, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-110-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-110-b003", "type": "PARAGRAPH", "text": "Under a proportionate review, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part XI — Participation and communication: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-111", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "111", "title": "Improvement proposition", "anchor": "111-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-111-b001", "type": "PARAGRAPH", "text": "The relevant service is the operation, monitoring and correction of coordination during disruption and recovery. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Improvement proposition within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. The principal risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. Authorities should prepare alternatives, test pathways, track unmet need and revise responsibilities.", "citationIds": [ "REF-12" ] } ] }, { "id": "sec-iceqc-r-2023-10-112", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "112", "title": "Mandate", "anchor": "112-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-112-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-112-b002", "type": "PARAGRAPH", "text": "For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-112-b003", "type": "PARAGRAPH", "text": "For the responsible institution, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Mandate within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-113", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "113", "title": "Minimum service", "anchor": "113-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-113-b001", "type": "PARAGRAPH", "text": "Planning for continuity, emergency and improvement should begin with the operation, monitoring and correction of coordination during disruption and recovery. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-113-b002", "type": "PARAGRAPH", "text": "At the point of service, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-113-b003", "type": "PARAGRAPH", "text": "Within continuity, emergency and improvement, the principle bears on the service pathway described in this part. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Minimum service within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-114", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "114", "title": "Pathway", "anchor": "114-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-114-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-114-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-114-b003", "type": "PARAGRAPH", "text": "For a documented correction, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Pathway within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-115", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "115", "title": "Equity", "anchor": "115-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-115-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-115-b002", "type": "PARAGRAPH", "text": "Within an authorised local response, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-115-b003", "type": "PARAGRAPH", "text": "From the standpoint of continuity, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Equity within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-116", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "116", "title": "Capacity", "anchor": "116-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-116-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-116-b002", "type": "PARAGRAPH", "text": "For an equitable service judgement, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-116-b003", "type": "PARAGRAPH", "text": "Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Capacity within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-117", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "117", "title": "Evidence", "anchor": "117-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-117-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-117-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-117-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. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-118", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "118", "title": "Protection", "anchor": "118-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-118-b001", "type": "PARAGRAPH", "text": "For institutional follow-through, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-118-b002", "type": "PARAGRAPH", "text": "At the next review decision, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-118-b003", "type": "PARAGRAPH", "text": "With the affected population in view, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Protection within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-119", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "119", "title": "Monitoring", "anchor": "119-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-119-b001", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-119-b002", "type": "PARAGRAPH", "text": "In the evidence available locally, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. 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.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-119-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Monitoring within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-120", "partId": "part-iceqc-r-2023-10-xii", "parentId": null, "number": "120", "title": "Review", "anchor": "120-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-120-b001", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. 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 implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-120-b002", "type": "PARAGRAPH", "text": "For operational assurance, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. 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 conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-120-b003", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Review within Part XII — Continuity, emergency and improvement: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. 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.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-121", "partId": "part-iceqc-r-2023-10-xiii", "parentId": null, "number": "121", "title": "A complete pathway", "anchor": "121-a-complete-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-121-b001", "type": "PARAGRAPH", "text": "Every coordination pathway should identify authority, learner population, trigger, consent, receiving service, handover, receipt, follow-up, interim protection and review. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on A complete pathway within Part XIII — Conclusions: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. It should remain usable during disruption.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-122", "partId": "part-iceqc-r-2023-10-xiii", "parentId": null, "number": "122", "title": "Evidence for improvement", "anchor": "122-evidence-for-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-122-b001", "type": "PARAGRAPH", "text": "Public bodies should examine whether services were received and whether education participation was protected. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Evidence for improvement within Part XIII — Conclusions: whether innovation remains subject to public responsibility and learner rights; the decision should remain reasoned, contestable and capable of revision. Delay, refusal, inaccessible procedure and unmet need should lead to assigned correction.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-123", "partId": "part-iceqc-r-2023-10-xiii", "parentId": null, "number": "123", "title": "Final conclusion", "anchor": "123-final-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-123-b001", "type": "PARAGRAPH", "text": "Cross-sector coordination improves education where it makes services more timely, accessible and accountable. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Final conclusion within Part XIII — Conclusions: whether innovation remains subject to public responsibility and learner rights; comparison is warranted only after definitions, coverage and timing have been reconciled. Shared action should strengthen rather than diffuse responsibility and should remain answerable to the learner and the public interest.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-1", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "1", "title": "Construct before score", "anchor": "1-construct-before-score", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-1-b001", "type": "PARAGRAPH", "text": "The substantive capability should be defined before the instrument or scale is selected. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Construct before score within Part I — Measurement proposition: whether innovation remains subject to public responsibility and learner rights; institutional performance should be judged by learner-facing consequences rather than announced activity. Task domains, cognitive demand, language and expected use should follow the construct. A composite score can summarise performance only where its components support a meaningful common interpretation.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-1-b002", "type": "PARAGRAPH", "text": "Proficiency reporting should explain what learners at a threshold can demonstrate under the assessment conditions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Construct before score within Part I — Measurement proposition: whether innovation remains subject to public responsibility and learner rights; the competent body should identify the affected population, decision authority and review point. A cut score is a decision rule, not a natural boundary. Borderline classification and uncertainty should remain visible where consequence is material.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-2", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "2", "title": "Population before comparison", "anchor": "2-population-before-comparison", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-2-b001", "type": "PARAGRAPH", "text": "The target and observed populations should be stated separately. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Population before comparison within Part I — Measurement proposition: whether innovation remains subject to public responsibility and learner rights; the public account should separate observed evidence from explanation and attributed effect. The target is the population to which the claim applies; the observed population is those represented after frame exclusions, non-response and valid participation. Their difference is evidence, not administrative detail.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-2-b002", "type": "PARAGRAPH", "text": "Coverage should be reviewed by geography, institution, status, disability, language and other material characteristics. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Population before comparison within Part I — Measurement proposition: whether innovation remains subject to public responsibility and learner rights; the finding must retain its population base, limitation and available remedy. Weighting can adjust known selection probabilities but cannot automatically repair an unknown or unobserved excluded population.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2023-10-3", "partId": "part-iceqc-r-2023-10-i", "parentId": null, "number": "3", "title": "Conditions before attribution", "anchor": "3-conditions-before-attribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2023-10-3-b001", "type": "PARAGRAPH", "text": "An observed score arises under specific instructional and assessment conditions. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Conditions before attribution within Part I — Measurement proposition: whether innovation remains subject to public responsibility and learner rights; implementation should connect the learner entitlement to resources, professional practice and follow-up. Interpretation should examine opportunity to learn, attendance, language, task access and relevant context. It should not infer teacher or institutional cause from a cross-sectional difference alone.", "citationIds": [] }, { "id": "sec-iceqc-r-2023-10-3-b002", "type": "PARAGRAPH", "text": "Where results support resource or curriculum decisions, the responsible authority should identify which condition can change and how later evidence will test it. For the 2023 annual account of technology, recognition and rights-based governance, the proposition has a direct bearing on Conditions before attribution within Part I — Measurement proposition: whether innovation remains subject to public responsibility and learner rights; the equity judgement should identify people absent from the observed or served population. Measurement becomes constructive when it leads to a proportionate educational response.", "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 responsibility." }, { "id": "REF-30", "authoringBody": "Chair of the World Humanitarian Summit", "title": "Chair’s Summary: Standing Up for Humanity — Committing to Action", "year": 2016, "publicationDate": "2016-05-24", "sourceType": "SUMMIT_CHAIRS_SUMMARY", "url": "https://agendaforhumanity.org/sites/default/files/resources/2017/Jul/chairs_summary.pdf", "evidenceRole": "Official Chair’s account of the May 2016 Summit discussions and commitments, used with its status as a summary." }, { "id": "REF-31", "authoringBody": "United Nations", "title": "New Fund Launched at UN Humanitarian Summit to Address Education in Crisis Zones", "year": 2016, "publicationDate": "2016-05-23", "sourceType": "OFFICIAL_LAUNCH_ACCOUNT", "url": "https://www.un.org/sustainabledevelopment/blog/2016/05/new-fund-launched-at-un-humanitarian-summit-to-address-education-in-crisis-zones/", "evidenceRole": "Contemporaneous official account of the Education Cannot Wait launch and stated aims; not evidence of later finance or results." }, { "id": "REF-32", "authoringBody": "United Nations General Assembly", "title": "The Right to Education in Emergency Situations", "year": 2010, "publicationDate": "2010-07-09", "documentSymbol": "A/RES/64/290", "sourceType": "UNITED_NATIONS_RESOLUTION", "url": "https://docs.un.org/A/RES/64/290", "evidenceRole": "Recognition of education as an integral element of humanitarian response and calls for access, continuity, protection and support." }, { "id": "REF-33", "authoringBody": "United Nations General Assembly", "title": "New York Declaration for Refugees and Migrants, Resolution 71/1", "year": 2016, "publicationDate": "2016-09-19", "sourceType": "UNITED_NATIONS_GENERAL_ASSEMBLY_RESOLUTION", "url": "https://undocs.org/A/RES/71/1", "evidenceRole": "Contemporaneous commitment relevant to shared responsibility, refugee and migrant education, and the reporting boundary between commitment and result." }, { "id": "REF-34", "authoringBody": "Global Education Monitoring Report Team", "title": "Accountability in Education: Meeting Our Commitments — Global Education Monitoring Report 2017/8", "year": 2017, "publicationDate": "2017-10-24", "sourceType": "GLOBAL_EDUCATION_MONITORING_REPORT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000259338", "evidenceRole": "Principal contemporaneous analysis of accountability relations, responsibility, transparency, participation and unintended effects in education." }, { "id": "REF-35", "authoringBody": "World Bank", "title": "World Development Report 2018: Learning to Realize Education's Promise", "year": 2018, "publicationDate": "2017-09-26", "sourceType": "WORLD_DEVELOPMENT_REPORT", "url": "https://www.worldbank.org/en/publication/wdr2018", "evidenceRole": "Principal contemporaneous analysis of learning, measurement, evidence-led action and alignment of education actors." }, { "id": "REF-36", "authoringBody": "United Nations General Assembly", "title": "Global Compact on Refugees, Report of the United Nations High Commissioner for Refugees, Part II, affirmed by Resolution 73/151", "year": 2018, "publicationDate": "2018-12-17", "sourceType": "UNITED_NATIONS_GLOBAL_COMPACT", "url": "https://www.unhcr.org/media/global-compact-refugees-booklet", "evidenceRole": "Controlling contemporaneous compact on predictable and equitable responsibility-sharing, national arrangements and refugee inclusion, including education." }, { "id": "REF-37", "authoringBody": "UNESCO", "title": "With One in Five Learners Kept out of School, UNESCO Mobilizes Education Ministers to Face the COVID-19 Crisis", "year": 2020, "publicationDate": "2020-03-10", "sourceType": "UNESCO_OFFICIAL_EDUCATION_RESPONSE", "url": "https://www.unesco.org/en/articles/one-five-learners-kept-out-school-unesco-mobilizes-education-ministers-face-covid-19-crisis", "evidenceRole": "Early contemporaneous record of rapidly expanding institutional closures and international education coordination." }, { "id": "REF-38", "authoringBody": "World Health Organization", "title": "WHO 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"authoringBody": "Global Education Monitoring Report Team", "title": "Inclusion and Education: All Means All — Global Education Monitoring Report 2020", "year": 2020, "publicationDate": "2020-06-23", "sourceType": "GLOBAL_EDUCATION_MONITORING_REPORT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000373718", "evidenceRole": "Principal contemporaneous inclusion analysis available before the cutoff, used to interpret unequal access and populations omitted by disruption measures." }, { "id": "REF-41", "authoringBody": "World Bank, UNESCO Global Education Monitoring Report Team and UNESCO Institute for Statistics", "title": "Education Finance Watch 2021", "year": 2021, "publicationDate": "2021-02-22", "sourceType": "JOINT_GLOBAL_EDUCATION_FINANCE_REPORT", "url": "https://www.worldbank.org/en/news/press-release/2021/02/22/two-thirds-of-poorer-countries-are-cutting-education-budgets-due-to-covid-19", "evidenceRole": "Contemporaneous evidence on education-budget pressure and the need to align recovery priorities with feasible public finance." }, { "id": "REF-42", "authoringBody": "UNESCO General Conference", "title": "Global Convention on the Recognition of Qualifications concerning Higher Education", "year": 2019, "publicationDate": "2019-11-25", "sourceType": "UNESCO_NORMATIVE_INSTRUMENT", "url": "https://www.unesco.org/en/legal-affairs/global-convention-recognition-qualifications-concerning-higher-education", "evidenceRole": "Adopted recognition instrument available by the cutoff; interpreted according to its pre-entry-into-force status." }, { "id": "REF-43", "authoringBody": "United Nations Secretary-General", "title": "Transforming Education: An Urgent Political Imperative for Our Collective Future — Vision Statement of the Secretary-General", "year": 2022, "publicationDate": "2022-09-19", "sourceType": "UNITED_NATIONS_VISION_STATEMENT", "url": "https://www.un.org/en/transforming-education-summit/sg-vision-statement", "evidenceRole": "Contemporaneous political vision issued at the Transforming Education Summit; used as a commitment frame, not evidence of later national reform." }, { "id": "REF-44", "authoringBody": "UNESCO", "title": "Global Convention on the Recognition of Qualifications concerning Higher Education — Entry into Force", "year": 2023, "publicationDate": "2023-03-05", "sourceType": "UNESCO_NORMATIVE_INSTRUMENT_STATUS", "url": "https://www.unesco.org/en/legal-affairs/global-convention-recognition-qualifications-concerning-higher-education", "evidenceRole": "Official status source for entry into force on 5 March 2023 and the institutional readiness questions arising by the cutoff." }, { "id": "REF-45", "authoringBody": "Global Education Monitoring Report Team", "title": "Technology in Education: A Tool on Whose Terms? — Global Education Monitoring Report 2023", "year": 2023, "publicationDate": "2023-07-26", "sourceType": "GLOBAL_EDUCATION_MONITORING_REPORT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000385723", 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