{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2024-08", "slug": "transforming-education-national-commitment-implementable-reform", "documentNumber": "ICEQC-R-2024-08", "title": "Education Commitments within the Pact for the Future", "subtitle": "A policy synthesis of authority, baseline, finance, institutional capability and public review", "family": "RESEARCH", "reportType": "THEMATIC_RESEARCH_REPORT", "researchCategory": "INDUSTRY_POLICY_AND_REGIONAL_REGULATORY_ANALYSIS", "reportArchetype": "POLICY_AND_REGULATORY_SYNTHESIS", "geographicScope": "Global", "ownerBody": "ICEQC Research and Policy Directorate", "publisher": "International Council for Education Quality Certification (ICEQC)", "publicIdentity": "ICEQC_ONLY" }, "version": { "id": "ver-iceqc-r-2024-08-en-2024-11-09", "edition": "2024", "versionLabel": "Published 2024-11-09", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2024-11-09", "evidenceCutoffDate": "2024-11-09", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "feasibility and rather, ambition, statement in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. These are political commitments and agenda-setting instruments. They do not establish that national law, budgets, institutional capacity, teaching or learner outcomes changed by the 19 October cutoff. National reform should therefore be assessed through an implementation chain rather than the ambition of a statement." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2024-08", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 22000, "suggestedTechnicalAnnexWords": 0, "suggestedTotalWords": 19000, "actualMainTextWords": 41254, "actualTechnicalAnnexWords": 0, "actualTotalWords": 41254 }, "frontMatter": { "executiveSummary": [ "feasibility and rather, ambition, statement in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. These are political commitments and agenda-setting instruments. They do not establish that national law, budgets, institutional capacity, teaching or learner outcomes changed by the 19 October cutoff. National reform should therefore be assessed through an implementation chain rather than the ambition of a statement.", "uncertainty and contribution, should, explicit in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Each commitment should identify the educational entitlement or problem, affected population, baseline, responsible authority, supporting bodies, finance, institutional change, delivery milestone, distributional test and review date. Where the statement depends on local government, institutions or other ministries, their competence and contribution should be explicit.", "remedy and should, reported, honestly in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Reform should preserve rights, curriculum coherence, recognised progression and public accountability. Sequencing may focus on urgent failures, but the full commitment should remain visible and unfunded elements should be reported honestly.", "capacity and remain, public, account in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. It should state population, definitions, date, coverage, distribution and uncertainty. Data collected before the summit can describe starting conditions; they cannot be represented as effects of later commitments. Missing populations should remain in the public account.", "comparability and include, duration, handover in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. A reform requiring teachers, materials, facilities, assessment, support or connectivity should identify recurrent as well as capital obligations. External assistance should align with authorised national arrangements and include duration and handover.", "continuity and instruction, cannot, substitute in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. A policy may require teachers and leaders to interpret curriculum, use evidence, adapt instruction or coordinate support. Preparation, workload, materials, supervision and local authority are implementation conditions. A central instruction cannot substitute for them.", "equity and treating, consultation, implementation in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Learners, teachers, families and communities can identify barriers and unintended burdens. The final reform record should explain how evidence and disagreement affected priorities without treating consultation as implementation.", "authority and preserve, changes, definition in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. A policy issued, training completed or funds spent does not prove that the intended educational condition changed. Follow-up should return to the baseline population and preserve changes in definition.", "At 9 November 2024, the summit and vision statement are within scope, while later national measures, financing changes, statistics and outcomes are excluded. The report does not use subsequent accounts to strengthen the apparent readiness of commitments made by the cutoff.", "timing and institutions, services, changed in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. These states require different evidence. A public declaration can establish intent and direction; it does not show that competent authorities, budgets, institutions or services have changed.", "coverage and capable, public, examination in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Broad language such as transformation, inclusion or quality should be translated into learner-facing conditions capable of public examination.", "feasibility and narrow, identify, evidentiary in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Pre-existing data may describe the starting point but should not be presented as a result of a later commitment. Populations absent from administrative records should remain visible. Where evidence is incomplete, the statement should narrow its claim and identify the next evidentiary step.", "uncertainty and authority, resources, implementation in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. A ministry statement may require finance, public-service, local or qualification decisions beyond its sole control. Shared responsibility should identify contributions and escalation. A commitment assigned to an institution without authority or resources is not implementation-ready.", "remedy and converted, institutional, expectations in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Household costs and external assistance should remain distinguishable from domestic public expenditure. A temporary grant should disclose duration and handover. Unfunded commitments should be reported as such rather than converted into institutional expectations.", "capacity and changed, educational, condition in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Training, procurement or publication is an activity. It does not prove that the intended learner received a changed educational condition.", "comparability and secure, common, entitlement in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Authorities should identify the populations facing unequal starting conditions and the support required. Group levels, counts and gaps should remain visible. A common rule may need differentiated resources to secure a common entitlement.", "continuity and disagreement, affected, commitment in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Learners, families, teachers and communities can identify infeasible duties and missing barriers. Consultation does not replace authorised decision-making, but the final account should explain how evidence and disagreement affected the commitment.", "At the 9 November 2024 cutoff, the Transforming Education Summit and Secretary-General's vision statement are within scope. They establish political direction, not later national implementation or result.", "authority and explanation, review, correction in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Central, local and institutional bodies should know which decisions they control, which standards bind them, which resources they receive and to whom they must explain performance. Shared work is necessary, but a general declaration that all actors are responsible can leave no authority answerable for a failed service. Accountability should connect a defined duty to evidence, public explanation, review and correction.", "distribution and reviews, remedy, failure in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Local authorities may plan places, allocate staff or resources, supervise services and coordinate with communities. Institutions deliver teaching, learner support and daily safeguards under applicable authority. These roles vary by jurisdiction. The essential requirement is an authority map showing who decides, who contributes, who reviews and who can remedy failure.", "timing and require, distinct, evidence in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. A local body cannot be held to account for a service when it lacks the lawful authority or resources to provide it. Conversely, central government should not treat a national allocation or policy as proof of local delivery. Transfers, staffing, procurement, service availability and learner experience require distinct evidence.", "coverage and examine, conditions, undertaken in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Teachers and leaders can be answerable for work within their competence and control; they should not bear sole responsibility for curriculum design, class size, infrastructure, poverty or unavailable specialist services. Measures that attach consequence to outcomes beyond institutional control can encourage avoidance, selective admission or manipulation. Review should examine the conditions under which work was undertaken.", "feasibility and identify, missing, groups in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. A law establishes duty; a budget establishes authorised finance; expenditure shows use of resources; an institutional record may show delivery; learner evidence may show access, experience or outcome. No state automatically proves the next. Reports should date evidence, define populations, preserve uncertainty and identify missing groups.", "uncertainty and protection, personal, information in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. Learners, families, teachers and communities may reveal barriers absent from routine records. Accessible information, consultation, complaint and reasoned response are distinct functions. Participation does not replace representative authority, technical evidence or protection of personal information.", "remedy and disappear, favourable, aggregate in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. National averages can improve while disadvantaged populations remain excluded. Central authorities should ensure common minimum entitlements and equalisation; local bodies should identify geographic and service barriers; institutions should examine participation and support. Missing populations and uncertain denominators should remain visible rather than disappear from a favourable aggregate.", "capacity and definition, identified, decision in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. High-consequence duties warrant formal reasons, independent review and remedy. Routine professional adaptation may need a lighter record. Multiple overlapping reporting requirements can consume time without improving public knowledge. Information should be collected once where feasible, governed by a clear definition and used for an identified decision.", "comparability and programme, review, closes in Education Commitments within the Pact for the Future require Education Commitments within the Pact for the Future to connect evidence with delivery, unequal effect and correction. A complaint count, inspection finding or poor result is not resolved by issuing another instruction. The competent authority should identify cause, select a response, resource it and verify the changed condition. Dependencies beyond local or institutional control should be escalated and remain open. Unresolved learner cases require a continuing route even when a programme or review closes.", "The analysis uses official materials available by 9 November 2024, including the Transforming Education Summit and Secretary-General's vision statement, while excluding later implementation and results. Earlier accountability and implementation sources inform the evidence requirements." ], "keyFindings": [], "scopeAndMethod": [] }, "parts": [ { "id": "part-iceqc-r-2024-08-i", "number": "I", "title": "The accountability chain", "anchor": "part-i-the-accountability-chain", "sectionIds": [ "sec-iceqc-r-2024-08-1", "sec-iceqc-r-2024-08-2", "sec-iceqc-r-2024-08-3", "sec-iceqc-r-2024-08-4" ] }, { "id": "part-iceqc-r-2024-08-ii", "number": "II", "title": "Accountability by level", "anchor": "part-ii-accountability-by-level", "sectionIds": [ "sec-iceqc-r-2024-08-5", "sec-iceqc-r-2024-08-6", "sec-iceqc-r-2024-08-7", "sec-iceqc-r-2024-08-8" ] }, { "id": "part-iceqc-r-2024-08-iii", "number": "III", "title": "Public reporting and participation", "anchor": "part-iii-public-reporting-and-participation", "sectionIds": [ "sec-iceqc-r-2024-08-9", "sec-iceqc-r-2024-08-10", "sec-iceqc-r-2024-08-11" ] }, { "id": "part-iceqc-r-2024-08-i", "number": "I", "title": "Purpose and interpretive frame", "anchor": "part-i-purpose-and-interpretive-frame", "sectionIds": [ "sec-iceqc-r-2024-08-1", "sec-iceqc-r-2024-08-2", "sec-iceqc-r-2024-08-3" ] }, { "id": "part-iceqc-r-2024-08-ii", "number": "II", "title": "Population and denominator", "anchor": "part-ii-population-and-denominator", "sectionIds": [ "sec-iceqc-r-2024-08-4", "sec-iceqc-r-2024-08-5", "sec-iceqc-r-2024-08-6" ] }, { "id": "part-iceqc-r-2024-08-iii", "number": "III", "title": "Access and participation", "anchor": "part-iii-access-and-participation", "sectionIds": [ "sec-iceqc-r-2024-08-7", "sec-iceqc-r-2024-08-8", "sec-iceqc-r-2024-08-9" ] }, { "id": "part-iceqc-r-2024-08-iv", "number": "IV", "title": "Progression and completion", "anchor": "part-iv-progression-and-completion", "sectionIds": [ "sec-iceqc-r-2024-08-10", "sec-iceqc-r-2024-08-11", "sec-iceqc-r-2024-08-12" ] }, { "id": "part-iceqc-r-2024-08-v", "number": "V", "title": "Learning and assessment", "anchor": "part-v-learning-and-assessment", "sectionIds": [ "sec-iceqc-r-2024-08-13", "sec-iceqc-r-2024-08-14", "sec-iceqc-r-2024-08-15" ] }, { "id": "part-iceqc-r-2024-08-vi", "number": "VI", "title": "Gender and household resources", "anchor": "part-vi-gender-and-household-resources", "sectionIds": [ "sec-iceqc-r-2024-08-16", "sec-iceqc-r-2024-08-17", "sec-iceqc-r-2024-08-18" ] }, { "id": "part-iceqc-r-2024-08-vii", "number": "VII", "title": "Place and service geography", "anchor": "part-vii-place-and-service-geography", "sectionIds": [ "sec-iceqc-r-2024-08-19", "sec-iceqc-r-2024-08-20", "sec-iceqc-r-2024-08-21" ] }, { "id": "part-iceqc-r-2024-08-viii", "number": "VIII", "title": "Disability, language and identity", "anchor": "part-viii-disability-language-and-identity", "sectionIds": [ "sec-iceqc-r-2024-08-22", "sec-iceqc-r-2024-08-23", "sec-iceqc-r-2024-08-24" ] }, { "id": "part-iceqc-r-2024-08-ix", "number": "IX", "title": "Conflict, disaster and mobility", "anchor": "part-ix-conflict-disaster-and-mobility", "sectionIds": [ "sec-iceqc-r-2024-08-25", "sec-iceqc-r-2024-08-26", "sec-iceqc-r-2024-08-27" ] }, { "id": "part-iceqc-r-2024-08-x", "number": "X", "title": "School conditions and teachers", "anchor": "part-x-school-conditions-and-teachers", "sectionIds": [ "sec-iceqc-r-2024-08-28", "sec-iceqc-r-2024-08-29", "sec-iceqc-r-2024-08-30" ] }, { "id": "part-iceqc-r-2024-08-xi", "number": "XI", "title": "Finance and distribution", "anchor": "part-xi-finance-and-distribution", "sectionIds": [ "sec-iceqc-r-2024-08-31", "sec-iceqc-r-2024-08-32", "sec-iceqc-r-2024-08-33" ] }, { "id": "part-iceqc-r-2024-08-xii", "number": "XII", "title": "Data sources and measurement error", "anchor": "part-xii-data-sources-and-measurement-error", "sectionIds": [ "sec-iceqc-r-2024-08-34", "sec-iceqc-r-2024-08-35", "sec-iceqc-r-2024-08-36" ] }, { "id": "part-iceqc-r-2024-08-xiii", "number": "XIII", "title": "Disaggregation and intersection", "anchor": "part-xiii-disaggregation-and-intersection", "sectionIds": [ "sec-iceqc-r-2024-08-37", "sec-iceqc-r-2024-08-38", "sec-iceqc-r-2024-08-39" ] }, { "id": "part-iceqc-r-2024-08-xiv", "number": "XIV", "title": "Comparison, uncertainty and change", "anchor": "part-xiv-comparison-uncertainty-and-change", "sectionIds": [ "sec-iceqc-r-2024-08-40", "sec-iceqc-r-2024-08-41", "sec-iceqc-r-2024-08-42" ] }, { "id": "part-iceqc-r-2024-08-xv", "number": "XV", "title": "Responsible interpretation and action", "anchor": "part-xv-responsible-interpretation-and-action", "sectionIds": [ "sec-iceqc-r-2024-08-43", "sec-iceqc-r-2024-08-44", "sec-iceqc-r-2024-08-45" ] }, { "id": "part-iceqc-r-2024-08-xvi", "number": "XVI", "title": "Applied distributional analysis", "anchor": "part-xvi-applied-distributional-analysis", "sectionIds": [ "sec-iceqc-r-2024-08-46", "sec-iceqc-r-2024-08-47", "sec-iceqc-r-2024-08-48", "sec-iceqc-r-2024-08-49", "sec-iceqc-r-2024-08-50", "sec-iceqc-r-2024-08-51", "sec-iceqc-r-2024-08-52", "sec-iceqc-r-2024-08-53" ] }, { "id": "part-iceqc-r-2024-08-xvii", "number": "XVII", "title": "Extended disparity interpretation", "anchor": "part-xvii-extended-disparity-interpretation", "sectionIds": [ "sec-iceqc-r-2024-08-54", "sec-iceqc-r-2024-08-55", "sec-iceqc-r-2024-08-56" ] }, { "id": "part-iceqc-r-2024-08-xviii", "number": "XVIII", "title": "Extended analysis of learning disparities", "anchor": "part-xviii-extended-analysis-of-learning-disparities", "sectionIds": [ "sec-iceqc-r-2024-08-57", "sec-iceqc-r-2024-08-58", "sec-iceqc-r-2024-08-59", "sec-iceqc-r-2024-08-60", "sec-iceqc-r-2024-08-61", "sec-iceqc-r-2024-08-62" ] }, { "id": "part-iceqc-r-2024-08-xix", "number": "XIX", "title": "Targeted improvement planning", "anchor": "part-xix-targeted-improvement-planning", "sectionIds": [ "sec-iceqc-r-2024-08-63", "sec-iceqc-r-2024-08-64", "sec-iceqc-r-2024-08-65", "sec-iceqc-r-2024-08-66", "sec-iceqc-r-2024-08-67", "sec-iceqc-r-2024-08-68" ] }, { "id": "part-iceqc-r-2024-08-xx", "number": "XX", "title": "National translation after adoption of the 2030 Agenda", "anchor": "part-xx-national-translation-after-adoption-of-the-2030-agenda", "sectionIds": [ "sec-iceqc-r-2024-08-69", "sec-iceqc-r-2024-08-70", "sec-iceqc-r-2024-08-71", "sec-iceqc-r-2024-08-72", "sec-iceqc-r-2024-08-73", "sec-iceqc-r-2024-08-74" ] }, { "id": "part-iceqc-r-2024-08-xxi", "number": "XXI", "title": "Institutional improvement plans aligned with Education 2030", "anchor": "part-xxi-institutional-improvement-plans-aligned-with-education-2030", "sectionIds": [ "sec-iceqc-r-2024-08-75", "sec-iceqc-r-2024-08-76", "sec-iceqc-r-2024-08-77", "sec-iceqc-r-2024-08-78", "sec-iceqc-r-2024-08-79" ] }, { "id": "part-iceqc-r-2024-08-xxv", "number": "XXV", "title": "Education within the Pact for the Future", "anchor": "part-xxv-education-within-the-pact-for-the-future", "sectionIds": [ "sec-iceqc-r-2024-08-97", "sec-iceqc-r-2024-08-98", "sec-iceqc-r-2024-08-99", "sec-iceqc-r-2024-08-100" ] } ], "sections": [ { "id": "sec-iceqc-r-2024-08-1", "partId": "part-iceqc-r-2024-08-i", "parentId": null, "number": "1", "title": "Duty and authority", "anchor": "1-duty-and-authority", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-1-b001", "type": "PARAGRAPH", "text": "remedy and population, service, standard in Education Commitments within the Pact for the Future require ### 1. Duty and authority to connect evidence with delivery, unequal effect and correction. A national ministry, municipality, governing body, leader or teacher may contribute to the same outcome but control different conditions. The record should state authority, population, service, standard and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-1-b002", "type": "PARAGRAPH", "text": "capacity and parked, disagreement, escalation in Education Commitments within the Pact for the Future require ### 1. Duty and authority to connect evidence with delivery, unequal effect and correction. A joint committee can coordinate evidence and action, but it cannot become a place where unanswered duties are parked. Disagreement needs an escalation route.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-2", "partId": "part-iceqc-r-2024-08-i", "parentId": null, "number": "2", "title": "Resources and conditions", "anchor": "2-resources-and-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-2-b001", "type": "PARAGRAPH", "text": "continuity and authority, responsible, supplying in Education Commitments within the Pact for the Future require ### 2. Resources and conditions to connect evidence with delivery, unequal effect and correction. A body assigned a duty should have lawful authority, staff, finance, facilities and information adequate to discharge it. Where conditions are absent, the account should identify the authority responsible for supplying them.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-2-b002", "type": "PARAGRAPH", "text": "equity and required, action, elsewhere in Education Commitments within the Pact for the Future require ### 2. Resources and conditions to connect evidence with delivery, unequal effect and correction. Delayed or earmarked finance can constrain local choices. Institutions should distinguish what they could correct internally from what required action elsewhere.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-3", "partId": "part-iceqc-r-2024-08-i", "parentId": null, "number": "3", "title": "Evidence and explanation", "anchor": "3-evidence-and-explanation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-3-b001", "type": "PARAGRAPH", "text": "distribution and evidence, alternative, causes in Education Commitments within the Pact for the Future require ### 3. Evidence and explanation to connect evidence with delivery, unequal effect and correction. Administrative records may show transactions, observation may show a condition, and learner accounts may show use or experience. Coverage and uncertainty are part of the finding. An explanation should address adverse evidence and alternative causes.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-3-b002", "type": "PARAGRAPH", "text": "timing and aggregate, limitation, scrutiny in Education Commitments within the Pact for the Future require ### 3. Evidence and explanation to connect evidence with delivery, unequal effect and correction. Confidentiality may limit disclosure of individual facts, but it should not remove the applicable rule or aggregate limitation from scrutiny.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-4", "partId": "part-iceqc-r-2024-08-i", "parentId": null, "number": "4", "title": "Review and remedy", "anchor": "4-review-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-4-b001", "type": "PARAGRAPH", "text": "feasibility and timely, interim, protection in Education Commitments within the Pact for the Future require ### 4. Review and remedy to connect evidence with delivery, unequal effect and correction. It should permit factual correction and identify the standard applied. High-consequence exclusions require timely interim protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-4-b002", "type": "PARAGRAPH", "text": "uncertainty and another, without, confused in Education Commitments within the Pact for the Future require ### 4. Review and remedy to connect evidence with delivery, unequal effect and correction. An aggregate improvement does not remedy an individual unlawful exclusion. System learning and individual remedy should reinforce one another without being confused.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-5", "partId": "part-iceqc-r-2024-08-ii", "parentId": null, "number": "5", "title": "Central responsibility", "anchor": "5-central-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-5-b001", "type": "PARAGRAPH", "text": "comparability and obligations, populations, average in Education Commitments within the Pact for the Future require ### 5. Central responsibility to connect evidence with delivery, unequal effect and correction. It should publish minimum entitlements, assign competence, provide equalisation and report national distribution. National targets should not displace continuing obligations to populations below the average.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-5-b002", "type": "PARAGRAPH", "text": "continuity and correction, intensify, inequality in Education Commitments within the Pact for the Future require ### 5. Central responsibility to connect evidence with delivery, unequal effect and correction. Comparison requires common definitions, but correction may require differentiated resources. Sanction without a credible support and correction route can intensify inequality.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-6", "partId": "part-iceqc-r-2024-08-ii", "parentId": null, "number": "6", "title": "Local responsibility", "anchor": "6-local-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-6-b001", "type": "PARAGRAPH", "text": "authority and common, rights, standards in Education Commitments within the Pact for the Future require ### 6. Local responsibility to connect evidence with delivery, unequal effect and correction. Their account should connect plans and allocations to schools and learners. Local discretion should operate within common rights and standards.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-6-b002", "type": "PARAGRAPH", "text": "distribution and should, referral, closure in Education Commitments within the Pact for the Future require ### 6. Local responsibility to connect evidence with delivery, unequal effect and correction. The local body should state the service gap and interim action; the central body should decide on resources or adjustment. Neither should treat referral as closure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-7", "partId": "part-iceqc-r-2024-08-ii", "parentId": null, "number": "7", "title": "Institutional responsibility", "anchor": "7-institutional-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-7-b001", "type": "PARAGRAPH", "text": "coverage and evidence, judgement, credible in Education Commitments within the Pact for the Future require ### 7. Institutional responsibility to connect evidence with delivery, unequal effect and correction. Self-review can identify variation, learner experience and operational causes. External scrutiny can test whether the evidence and judgement are credible.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-7-b002", "type": "PARAGRAPH", "text": "feasibility and individual, disciplinary, matters in Education Commitments within the Pact for the Future require ### 7. Institutional responsibility to connect evidence with delivery, unequal effect and correction. It should retain missing cases, adverse findings and unfinished action. Leaders should protect candour and distinguish staff support from individual disciplinary matters.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-8", "partId": "part-iceqc-r-2024-08-ii", "parentId": null, "number": "8", "title": "Professional responsibility", "anchor": "8-professional-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-8-b001", "type": "PARAGRAPH", "text": "remedy and establish, quality, professional in Education Commitments within the Pact for the Future require ### 8. Professional responsibility to connect evidence with delivery, unequal effect and correction. Teachers require preparation, time, materials and supervision. An outcome measure alone cannot establish the quality or cause of professional work.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-8-b002", "type": "PARAGRAPH", "text": "capacity and authority, public, standards in Education Commitments within the Pact for the Future require ### 8. Professional responsibility to connect evidence with delivery, unequal effect and correction. Attendance at training does not demonstrate changed practice, while observation should be proportionate and educationally grounded. Professional voice should contribute evidence without acquiring sole authority over public standards.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-9", "partId": "part-iceqc-r-2024-08-iii", "parentId": null, "number": "9", "title": "Reporting a complete chain", "anchor": "9-reporting-a-complete-chain", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-9-b001", "type": "PARAGRAPH", "text": "equity and rather, presented, assurance in Education Commitments within the Pact for the Future require ### 9. Reporting a complete chain to connect evidence with delivery, unequal effect and correction. It should name population, date and geographic coverage. Missing or provisional evidence should be labelled rather than presented as assurance.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-9-b002", "type": "PARAGRAPH", "text": "authority and original, public, statement in Education Commitments within the Pact for the Future require ### 9. Reporting a complete chain to connect evidence with delivery, unequal effect and correction. If coverage, population or assessment changes, the series should mark the break. A revised figure should retain its relation to the original public statement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-10", "partId": "part-iceqc-r-2024-08-iii", "parentId": null, "number": "10", "title": "Participation and complaint", "anchor": "10-participation-and-complaint", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-10-b001", "type": "PARAGRAPH", "text": "timing and contributions, affected, decision in Education Commitments within the Pact for the Future require ### 10. Participation and complaint to connect evidence with delivery, unequal effect and correction. Participation should be accessible across language, disability, age and location. Authorities should state how contributions affected the decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-10-b002", "type": "PARAGRAPH", "text": "coverage and issues, protecting, identity in Education Commitments within the Pact for the Future require ### 10. Participation and complaint to connect evidence with delivery, unequal effect and correction. Bodies should report handling time, outcome and unresolved issues while protecting identity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-11", "partId": "part-iceqc-r-2024-08-iii", "parentId": null, "number": "11", "title": "Avoiding harmful incentives", "anchor": "11-avoiding-harmful-incentives", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-11-b001", "type": "PARAGRAPH", "text": "uncertainty and changes, population, reporting in Education Commitments within the Pact for the Future require ### 11. Avoiding harmful incentives to connect evidence with delivery, unequal effect and correction. Review should examine foreseeable incentives before implementation and monitor changes in population and reporting.", "citationIds": [] }, { "id": "sec-iceqc-r-2024-08-11-b002", "type": "PARAGRAPH", "text": "remedy and strongest, stakes, manipulation in Education Commitments within the Pact for the Future require ### 11. Avoiding harmful incentives to connect evidence with delivery, unequal effect and correction. A balanced account preserves levels, distributions, context and qualitative evidence. Independent verification is strongest where stakes and manipulation risk are high.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2024-08-1", "partId": "part-iceqc-r-2024-08-i", "parentId": null, "number": "1", "title": "What national averages conceal", "anchor": "1-what-national-averages-conceal", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-1-b001", "type": "PARAGRAPH", "text": "Timing concerning lie from an acceptable in Education Commitments within the Pact for the Future determines whether What national averages conceal supports a bounded finding and corrective responsibility. What national averages conceal to connect evidence with delivery, unequal effect and correction. 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-2024-08-1-b002", "type": "PARAGRAPH", "text": "coverage and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 1. What national averages conceal to connect evidence with delivery, unequal effect and correction. 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-2024-08-1-b003", "type": "PARAGRAPH", "text": "feasibility and resources, households, conditions in Education Commitments within the Pact for the Future require ### 1. What national averages conceal to connect evidence with delivery, unequal effect and correction. 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-2024-08-1-b004", "type": "PARAGRAPH", "text": "uncertainty and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 1. What national averages conceal to connect evidence with delivery, unequal effect and correction. 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-2024-08-1-b005", "type": "PARAGRAPH", "text": "remedy and partial, result, assurance in Education Commitments within the Pact for the Future require ### 1. What national averages conceal to connect evidence with delivery, unequal effect and correction. 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-2024-08-2", "partId": "part-iceqc-r-2024-08-i", "parentId": null, "number": "2", "title": "Marginalisation as accumulated disadvantage", "anchor": "2-marginalisation-as-accumulated-disadvantage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-2-b001", "type": "PARAGRAPH", "text": "Comparability concerning calculation the measure should in Education Commitments within the Pact for the Future determines whether Marginalisation as accumulated disadvantage supports a bounded finding and corrective responsibility. Marginalisation as accumulated disadvantage to connect evidence with delivery, unequal effect and correction. 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-2024-08-2-b002", "type": "PARAGRAPH", "text": "continuity and should, remain, accessible in Education Commitments within the Pact for the Future require ### 2. Marginalisation as accumulated disadvantage to connect evidence with delivery, unequal effect and correction. 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-2024-08-2-b003", "type": "PARAGRAPH", "text": "equity and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 2. Marginalisation as accumulated disadvantage to connect evidence with delivery, unequal effect and correction. 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-2024-08-2-b004", "type": "PARAGRAPH", "text": "authority and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 2. Marginalisation as accumulated disadvantage to connect evidence with delivery, unequal effect and correction. 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-2024-08-2-b005", "type": "PARAGRAPH", "text": "distribution and favourable, movement, indicator in Education Commitments within the Pact for the Future require ### 2. Marginalisation as accumulated disadvantage to connect evidence with delivery, unequal effect and correction. 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-2024-08-3", "partId": "part-iceqc-r-2024-08-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-2024-08-3-b001", "type": "PARAGRAPH", "text": "Coverage concerning the observed level and in Education Commitments within the Pact for the Future determines whether From monitoring commitment to decision supports a bounded finding and corrective responsibility. From monitoring commitment to decision to connect evidence with delivery, unequal effect and correction. 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-2024-08-3-b002", "type": "PARAGRAPH", "text": "feasibility and consider, common, absent in Education Commitments within the Pact for the Future require ### 3. From monitoring commitment to decision to connect evidence with delivery, unequal effect and correction. 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-2024-08-3-b003", "type": "PARAGRAPH", "text": "uncertainty and conditions, remain, material in Education Commitments within the Pact for the Future require ### 3. From monitoring commitment to decision to connect evidence with delivery, unequal effect and correction. 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-2024-08-3-b004", "type": "PARAGRAPH", "text": "remedy and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 3. From monitoring commitment to decision to connect evidence with delivery, unequal effect and correction. 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-2024-08-3-b005", "type": "PARAGRAPH", "text": "capacity and assuming, misconduct, discrepancy in Education Commitments within the Pact for the Future require ### 3. From monitoring commitment to decision to connect evidence with delivery, unequal effect and correction. 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-2024-08-4", "partId": "part-iceqc-r-2024-08-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-2024-08-4-b001", "type": "PARAGRAPH", "text": "Equity concerning progress reflects changed coverage in Education Commitments within the Pact for the Future determines whether Defining the population entitled to education supports a bounded finding and corrective responsibility. Defining the population entitled to education to connect evidence with delivery, unequal effect and correction. 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-2024-08-4-b002", "type": "PARAGRAPH", "text": "authority and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 4. Defining the population entitled to education to connect evidence with delivery, unequal effect and correction. 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-2024-08-4-b003", "type": "PARAGRAPH", "text": "distribution and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 4. Defining the population entitled to education to connect evidence with delivery, unequal effect and correction. 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-2024-08-4-b004", "type": "PARAGRAPH", "text": "timing and action, required, monitor in Education Commitments within the Pact for the Future require ### 4. Defining the population entitled to education to connect evidence with delivery, unequal effect and correction. 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-2024-08-4-b005", "type": "PARAGRAPH", "text": "coverage and decorative, measure, concern in Education Commitments within the Pact for the Future require ### 4. Defining the population entitled to education to connect evidence with delivery, unequal effect and correction. 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-2024-08-5", "partId": "part-iceqc-r-2024-08-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-2024-08-5-b001", "type": "PARAGRAPH", "text": "Uncertainty concerning direction yet it cannot in Education Commitments within the Pact for the Future determines whether Age, grade and programme populations supports a bounded finding and corrective responsibility. Age, grade and programme populations to connect evidence with delivery, unequal effect and correction. 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-2024-08-5-b002", "type": "PARAGRAPH", "text": "remedy and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 5. Age, grade and programme populations to connect evidence with delivery, unequal effect and correction. 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-2024-08-5-b003", "type": "PARAGRAPH", "text": "capacity and resources, households, conditions in Education Commitments within the Pact for the Future require ### 5. Age, grade and programme populations to connect evidence with delivery, unequal effect and correction. 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-2024-08-5-b004", "type": "PARAGRAPH", "text": "comparability and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 5. Age, grade and programme populations to connect evidence with delivery, unequal effect and correction. 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-2024-08-6", "partId": "part-iceqc-r-2024-08-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-2024-08-6-b001", "type": "PARAGRAPH", "text": "Equity concerning the distribution relevant to in Education Commitments within the Pact for the Future determines whether Population movement and disrupted residence supports a bounded finding and corrective responsibility. Population movement and disrupted residence to connect evidence with delivery, unequal effect and correction. 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-2024-08-6-b002", "type": "PARAGRAPH", "text": "authority and should, remain, accessible in Education Commitments within the Pact for the Future require ### 6. Population movement and disrupted residence to connect evidence with delivery, unequal effect and correction. 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-2024-08-6-b003", "type": "PARAGRAPH", "text": "distribution and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 6. Population movement and disrupted residence to connect evidence with delivery, unequal effect and correction. 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-2024-08-6-b004", "type": "PARAGRAPH", "text": "timing and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 6. Population movement and disrupted residence to connect evidence with delivery, unequal effect and correction. 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-2024-08-7", "partId": "part-iceqc-r-2024-08-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-2024-08-7-b001", "type": "PARAGRAPH", "text": "Uncertainty concerning require 7 entry at in Education Commitments within the Pact for the Future determines whether Entry at the official starting age supports a bounded finding and corrective responsibility. Entry at the official starting age to connect evidence with delivery, unequal effect and correction. 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-2024-08-7-b002", "type": "PARAGRAPH", "text": "remedy and consider, common, absent in Education Commitments within the Pact for the Future require ### 7. Entry at the official starting age to connect evidence with delivery, unequal effect and correction. 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-2024-08-7-b003", "type": "PARAGRAPH", "text": "capacity and conditions, remain, material in Education Commitments within the Pact for the Future require ### 7. Entry at the official starting age to connect evidence with delivery, unequal effect and correction. 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-2024-08-7-b004", "type": "PARAGRAPH", "text": "comparability and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 7. Entry at the official starting age to connect evidence with delivery, unequal effect and correction. 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-2024-08-8", "partId": "part-iceqc-r-2024-08-iii", "parentId": null, "number": "8", "title": "Attendance beyond enrolment", "anchor": "8-attendance-beyond-enrolment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-8-b001", "type": "PARAGRAPH", "text": "Equity concerning should preserve both the in Education Commitments within the Pact for the Future determines whether Attendance beyond enrolment supports a bounded finding and corrective responsibility. Attendance beyond enrolment to connect evidence with delivery, unequal effect and correction. 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-2024-08-8-b002", "type": "PARAGRAPH", "text": "authority and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 8. Attendance beyond enrolment to connect evidence with delivery, unequal effect and correction. 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-2024-08-8-b003", "type": "PARAGRAPH", "text": "distribution and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 8. Attendance beyond enrolment to connect evidence with delivery, unequal effect and correction. 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-2024-08-8-b004", "type": "PARAGRAPH", "text": "timing and action, required, monitor in Education Commitments within the Pact for the Future require ### 8. Attendance beyond enrolment to connect evidence with delivery, unequal effect and correction. 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-2024-08-9", "partId": "part-iceqc-r-2024-08-iii", "parentId": null, "number": "9", "title": "Out-of-school status", "anchor": "9-out-of-school-status", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-9-b001", "type": "PARAGRAPH", "text": "Feasibility concerning state the educational consequence in Education Commitments within the Pact for the Future determines whether Out-of-school status supports a bounded finding and corrective responsibility. Out-of-school status to connect evidence with delivery, unequal effect and correction. 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-2024-08-9-b002", "type": "PARAGRAPH", "text": "uncertainty and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 9. Out-of-school status to connect evidence with delivery, unequal effect and correction. 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-2024-08-9-b003", "type": "PARAGRAPH", "text": "remedy and resources, households, conditions in Education Commitments within the Pact for the Future require ### 9. Out-of-school status to connect evidence with delivery, unequal effect and correction. 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-2024-08-9-b004", "type": "PARAGRAPH", "text": "capacity and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 9. Out-of-school status to connect evidence with delivery, unequal effect and correction. 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-2024-08-10", "partId": "part-iceqc-r-2024-08-iv", "parentId": null, "number": "10", "title": "Repetition and grade survival", "anchor": "10-repetition-and-grade-survival", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-10-b001", "type": "PARAGRAPH", "text": "Equity concerning preserve both the observed in Education Commitments within the Pact for the Future determines whether Repetition and grade survival supports a bounded finding and corrective responsibility. Repetition and grade survival to connect evidence with delivery, unequal effect and correction. 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-2024-08-10-b002", "type": "PARAGRAPH", "text": "authority and should, remain, accessible in Education Commitments within the Pact for the Future require ### 10. Repetition and grade survival to connect evidence with delivery, unequal effect and correction. 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-2024-08-10-b003", "type": "PARAGRAPH", "text": "distribution and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 10. Repetition and grade survival to connect evidence with delivery, unequal effect and correction. 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-2024-08-10-b004", "type": "PARAGRAPH", "text": "timing and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 10. Repetition and grade survival to connect evidence with delivery, unequal effect and correction. 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-2024-08-11", "partId": "part-iceqc-r-2024-08-iv", "parentId": null, "number": "11", "title": "Transition between education levels", "anchor": "11-transition-between-education-levels", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-11-b001", "type": "PARAGRAPH", "text": "Feasibility concerning not to divide a in Education Commitments within the Pact for the Future determines whether Transition between education levels supports a bounded finding and corrective responsibility. Transition between education levels to connect evidence with delivery, unequal effect and correction. 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-2024-08-11-b002", "type": "PARAGRAPH", "text": "uncertainty and consider, common, absent in Education Commitments within the Pact for the Future require ### 11. Transition between education levels to connect evidence with delivery, unequal effect and correction. 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-2024-08-11-b003", "type": "PARAGRAPH", "text": "remedy and conditions, remain, material in Education Commitments within the Pact for the Future require ### 11. Transition between education levels to connect evidence with delivery, unequal effect and correction. 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-2024-08-11-b004", "type": "PARAGRAPH", "text": "capacity and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 11. Transition between education levels to connect evidence with delivery, unequal effect and correction. 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-2024-08-12", "partId": "part-iceqc-r-2024-08-iv", "parentId": null, "number": "12", "title": "Completion and educational entitlement", "anchor": "12-completion-and-educational-entitlement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-12-b001", "type": "PARAGRAPH", "text": "Continuity concerning changed coverage the report in Education Commitments within the Pact for the Future determines whether Completion and educational entitlement supports a bounded finding and corrective responsibility. Completion and educational entitlement to connect evidence with delivery, unequal effect and correction. 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-2024-08-12-b002", "type": "PARAGRAPH", "text": "equity and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 12. Completion and educational entitlement to connect evidence with delivery, unequal effect and correction. 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-2024-08-12-b003", "type": "PARAGRAPH", "text": "authority and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 12. Completion and educational entitlement to connect evidence with delivery, unequal effect and correction. 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-2024-08-12-b004", "type": "PARAGRAPH", "text": "distribution and action, required, monitor in Education Commitments within the Pact for the Future require ### 12. Completion and educational entitlement to connect evidence with delivery, unequal effect and correction. 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-2024-08-13", "partId": "part-iceqc-r-2024-08-v", "parentId": null, "number": "13", "title": "Minimum learning outcomes", "anchor": "13-minimum-learning-outcomes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-13-b001", "type": "PARAGRAPH", "text": "Feasibility concerning the future require 13 in Education Commitments within the Pact for the Future determines whether Minimum learning outcomes supports a bounded finding and corrective responsibility. Minimum learning outcomes to connect evidence with delivery, unequal effect and correction. 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-2024-08-13-b002", "type": "PARAGRAPH", "text": "uncertainty and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 13. Minimum learning outcomes to connect evidence with delivery, unequal effect and correction. 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-2024-08-13-b003", "type": "PARAGRAPH", "text": "remedy and resources, households, conditions in Education Commitments within the Pact for the Future require ### 13. Minimum learning outcomes to connect evidence with delivery, unequal effect and correction. 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-2024-08-13-b004", "type": "PARAGRAPH", "text": "capacity and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 13. Minimum learning outcomes to connect evidence with delivery, unequal effect and correction. 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-2024-08-14", "partId": "part-iceqc-r-2024-08-v", "parentId": null, "number": "14", "title": "Assessment participation", "anchor": "14-assessment-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-14-b001", "type": "PARAGRAPH", "text": "Continuity concerning within the pact for in Education Commitments within the Pact for the Future determines whether Assessment participation supports a bounded finding and corrective responsibility. Assessment participation to connect evidence with delivery, unequal effect and correction. 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-2024-08-14-b002", "type": "PARAGRAPH", "text": "equity and should, remain, accessible in Education Commitments within the Pact for the Future require ### 14. Assessment participation to connect evidence with delivery, unequal effect and correction. 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-2024-08-14-b003", "type": "PARAGRAPH", "text": "authority and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 14. Assessment participation to connect evidence with delivery, unequal effect and correction. 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-2024-08-14-b004", "type": "PARAGRAPH", "text": "distribution and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 14. Assessment participation to connect evidence with delivery, unequal effect and correction. 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-2024-08-15", "partId": "part-iceqc-r-2024-08-v", "parentId": null, "number": "15", "title": "Distribution of achievement", "anchor": "15-distribution-of-achievement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-15-b001", "type": "PARAGRAPH", "text": "Coverage concerning the relevant phenomenon is in Education Commitments within the Pact for the Future determines whether Distribution of achievement supports a bounded finding and corrective responsibility. Distribution of achievement to connect evidence with delivery, unequal effect and correction. 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-2024-08-15-b002", "type": "PARAGRAPH", "text": "feasibility and consider, common, absent in Education Commitments within the Pact for the Future require ### 15. Distribution of achievement to connect evidence with delivery, unequal effect and correction. 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-2024-08-15-b003", "type": "PARAGRAPH", "text": "uncertainty and conditions, remain, material in Education Commitments within the Pact for the Future require ### 15. Distribution of achievement to connect evidence with delivery, unequal effect and correction. 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-2024-08-15-b004", "type": "PARAGRAPH", "text": "remedy and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 15. Distribution of achievement to connect evidence with delivery, unequal effect and correction. 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-2024-08-16", "partId": "part-iceqc-r-2024-08-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-2024-08-16-b001", "type": "PARAGRAPH", "text": "Continuity concerning acceptable minimum or whether in Education Commitments within the Pact for the Future determines whether Gender parity and its limits supports a bounded finding and corrective responsibility. Gender parity and its limits to connect evidence with delivery, unequal effect and correction. 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-2024-08-16-b002", "type": "PARAGRAPH", "text": "equity and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 16. Gender parity and its limits to connect evidence with delivery, unequal effect and correction. 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-2024-08-16-b003", "type": "PARAGRAPH", "text": "authority and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 16. Gender parity and its limits to connect evidence with delivery, unequal effect and correction. 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-2024-08-16-b004", "type": "PARAGRAPH", "text": "distribution and action, required, monitor in Education Commitments within the Pact for the Future require ### 16. Gender parity and its limits to connect evidence with delivery, unequal effect and correction. 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-2024-08-17", "partId": "part-iceqc-r-2024-08-vi", "parentId": null, "number": "17", "title": "Household wealth gradients", "anchor": "17-household-wealth-gradients", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-17-b001", "type": "PARAGRAPH", "text": "Coverage concerning changed coverage the report in Education Commitments within the Pact for the Future determines whether Household wealth gradients supports a bounded finding and corrective responsibility. Household wealth gradients to connect evidence with delivery, unequal effect and correction. 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-2024-08-17-b002", "type": "PARAGRAPH", "text": "feasibility and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 17. Household wealth gradients to connect evidence with delivery, unequal effect and correction. 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-2024-08-17-b003", "type": "PARAGRAPH", "text": "uncertainty and resources, households, conditions in Education Commitments within the Pact for the Future require ### 17. Household wealth gradients to connect evidence with delivery, unequal effect and correction. 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-2024-08-17-b004", "type": "PARAGRAPH", "text": "remedy and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 17. Household wealth gradients to connect evidence with delivery, unequal effect and correction. 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-2024-08-18", "partId": "part-iceqc-r-2024-08-vi", "parentId": null, "number": "18", "title": "Costs borne by households", "anchor": "18-costs-borne-by-households", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-18-b001", "type": "PARAGRAPH", "text": "Comparability concerning cannot answer which learners in Education Commitments within the Pact for the Future determines whether Costs borne by households supports a bounded finding and corrective responsibility. Costs borne by households to connect evidence with delivery, unequal effect and correction. 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-2024-08-18-b002", "type": "PARAGRAPH", "text": "continuity and should, remain, accessible in Education Commitments within the Pact for the Future require ### 18. Costs borne by households to connect evidence with delivery, unequal effect and correction. 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-2024-08-18-b003", "type": "PARAGRAPH", "text": "equity and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 18. Costs borne by households to connect evidence with delivery, unequal effect and correction. 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-2024-08-18-b004", "type": "PARAGRAPH", "text": "authority and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 18. Costs borne by households to connect evidence with delivery, unequal effect and correction. 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-2024-08-19", "partId": "part-iceqc-r-2024-08-vii", "parentId": null, "number": "19", "title": "Rural and urban residence", "anchor": "19-rural-and-urban-residence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-19-b001", "type": "PARAGRAPH", "text": "Coverage concerning from an acceptable minimum in Education Commitments within the Pact for the Future determines whether Rural and urban residence supports a bounded finding and corrective responsibility. Rural and urban residence to connect evidence with delivery, unequal effect and correction. 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-2024-08-19-b002", "type": "PARAGRAPH", "text": "feasibility and consider, common, absent in Education Commitments within the Pact for the Future require ### 19. Rural and urban residence to connect evidence with delivery, unequal effect and correction. 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-2024-08-19-b003", "type": "PARAGRAPH", "text": "uncertainty and conditions, remain, material in Education Commitments within the Pact for the Future require ### 19. Rural and urban residence to connect evidence with delivery, unequal effect and correction. 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-2024-08-19-b004", "type": "PARAGRAPH", "text": "remedy and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 19. Rural and urban residence to connect evidence with delivery, unequal effect and correction. 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-2024-08-20", "partId": "part-iceqc-r-2024-08-vii", "parentId": null, "number": "20", "title": "Subnational administrative disparity", "anchor": "20-subnational-administrative-disparity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-20-b001", "type": "PARAGRAPH", "text": "Comparability concerning subnational administrative disparity to in Education Commitments within the Pact for the Future determines whether Subnational administrative disparity supports a bounded finding and corrective responsibility. Subnational administrative disparity to connect evidence with delivery, unequal effect and correction. 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-2024-08-20-b002", "type": "PARAGRAPH", "text": "continuity and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 20. Subnational administrative disparity to connect evidence with delivery, unequal effect and correction. 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-2024-08-20-b003", "type": "PARAGRAPH", "text": "equity and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 20. Subnational administrative disparity to connect evidence with delivery, unequal effect and correction. 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-2024-08-20-b004", "type": "PARAGRAPH", "text": "authority and action, required, monitor in Education Commitments within the Pact for the Future require ### 20. Subnational administrative disparity to connect evidence with delivery, unequal effect and correction. 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-2024-08-21", "partId": "part-iceqc-r-2024-08-vii", "parentId": null, "number": "21", "title": "Distance, isolation and transport", "anchor": "21-distance-isolation-and-transport", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-21-b001", "type": "PARAGRAPH", "text": "Timing concerning measure should preserve both in Education Commitments within the Pact for the Future determines whether Distance, isolation and transport supports a bounded finding and corrective responsibility. Distance, isolation and transport to connect evidence with delivery, unequal effect and correction. 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-2024-08-21-b002", "type": "PARAGRAPH", "text": "coverage and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 21. Distance, isolation and transport to connect evidence with delivery, unequal effect and correction. 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-2024-08-21-b003", "type": "PARAGRAPH", "text": "feasibility and resources, households, conditions in Education Commitments within the Pact for the Future require ### 21. Distance, isolation and transport to connect evidence with delivery, unequal effect and correction. 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-2024-08-21-b004", "type": "PARAGRAPH", "text": "uncertainty and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 21. Distance, isolation and transport to connect evidence with delivery, unequal effect and correction. 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-2024-08-22", "partId": "part-iceqc-r-2024-08-viii", "parentId": null, "number": "22", "title": "Disability-sensitive education data", "anchor": "22-disability-sensitive-education-data", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-22-b001", "type": "PARAGRAPH", "text": "Comparability concerning participation and learning by in Education Commitments within the Pact for the Future determines whether Disability-sensitive education data supports a bounded finding and corrective responsibility. Disability-sensitive education data to connect evidence with delivery, unequal effect and correction. 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-2024-08-22-b002", "type": "PARAGRAPH", "text": "continuity and should, remain, accessible in Education Commitments within the Pact for the Future require ### 22. Disability-sensitive education data to connect evidence with delivery, unequal effect and correction. 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-2024-08-22-b003", "type": "PARAGRAPH", "text": "equity and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 22. Disability-sensitive education data to connect evidence with delivery, unequal effect and correction. 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-2024-08-22-b004", "type": "PARAGRAPH", "text": "authority and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 22. Disability-sensitive education data to connect evidence with delivery, unequal effect and correction. 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-2024-08-23", "partId": "part-iceqc-r-2024-08-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-2024-08-23-b001", "type": "PARAGRAPH", "text": "Timing concerning seeks evidence on alignment in Education Commitments within the Pact for the Future determines whether Language of home and instruction supports a bounded finding and corrective responsibility. Language of home and instruction to connect evidence with delivery, unequal effect and correction. 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-2024-08-23-b002", "type": "PARAGRAPH", "text": "coverage and consider, common, absent in Education Commitments within the Pact for the Future require ### 23. Language of home and instruction to connect evidence with delivery, unequal effect and correction. 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-2024-08-23-b003", "type": "PARAGRAPH", "text": "feasibility and conditions, remain, material in Education Commitments within the Pact for the Future require ### 23. Language of home and instruction to connect evidence with delivery, unequal effect and correction. 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-2024-08-23-b004", "type": "PARAGRAPH", "text": "uncertainty and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 23. Language of home and instruction to connect evidence with delivery, unequal effect and correction. 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-2024-08-24", "partId": "part-iceqc-r-2024-08-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-2024-08-24-b001", "type": "PARAGRAPH", "text": "capacity and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 24. Ethnicity, indigeneity and protected identity to connect evidence with delivery, unequal effect and correction. 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-2024-08-24-b002", "type": "PARAGRAPH", "text": "comparability and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 24. Ethnicity, indigeneity and protected identity to connect evidence with delivery, unequal effect and correction. 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-2024-08-24-b003", "type": "PARAGRAPH", "text": "continuity and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 24. Ethnicity, indigeneity and protected identity to connect evidence with delivery, unequal effect and correction. 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-2024-08-24-b004", "type": "PARAGRAPH", "text": "equity and action, required, monitor in Education Commitments within the Pact for the Future require ### 24. Ethnicity, indigeneity and protected identity to connect evidence with delivery, unequal effect and correction. 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-2024-08-25", "partId": "part-iceqc-r-2024-08-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-2024-08-25-b001", "type": "PARAGRAPH", "text": "Timing concerning is access attendance and in Education Commitments within the Pact for the Future determines whether Education under conflict and insecurity supports a bounded finding and corrective responsibility. Education under conflict and insecurity to connect evidence with delivery, unequal effect and correction. 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-2024-08-25-b002", "type": "PARAGRAPH", "text": "coverage and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 25. Education under conflict and insecurity to connect evidence with delivery, unequal effect and correction. 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-2024-08-25-b003", "type": "PARAGRAPH", "text": "feasibility and resources, households, conditions in Education Commitments within the Pact for the Future require ### 25. Education under conflict and insecurity to connect evidence with delivery, unequal effect and correction. 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-2024-08-25-b004", "type": "PARAGRAPH", "text": "uncertainty and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 25. Education under conflict and insecurity to connect evidence with delivery, unequal effect and correction. 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-2024-08-26", "partId": "part-iceqc-r-2024-08-ix", "parentId": null, "number": "26", "title": "Disaster-related interruption", "anchor": "26-disaster-related-interruption", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-26-b001", "type": "PARAGRAPH", "text": "capacity and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 26. Disaster-related interruption to connect evidence with delivery, unequal effect and correction. 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-2024-08-26-b002", "type": "PARAGRAPH", "text": "comparability and should, remain, accessible in Education Commitments within the Pact for the Future require ### 26. Disaster-related interruption to connect evidence with delivery, unequal effect and correction. 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-2024-08-26-b003", "type": "PARAGRAPH", "text": "continuity and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 26. Disaster-related interruption to connect evidence with delivery, unequal effect and correction. 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-2024-08-26-b004", "type": "PARAGRAPH", "text": "equity and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 26. Disaster-related interruption to connect evidence with delivery, unequal effect and correction. 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-2024-08-27", "partId": "part-iceqc-r-2024-08-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-2024-08-27-b001", "type": "PARAGRAPH", "text": "distribution and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 27. Refugees, displaced persons and migrants to connect evidence with delivery, unequal effect and correction. 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-2024-08-27-b002", "type": "PARAGRAPH", "text": "timing and consider, common, absent in Education Commitments within the Pact for the Future require ### 27. Refugees, displaced persons and migrants to connect evidence with delivery, unequal effect and correction. 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-2024-08-27-b003", "type": "PARAGRAPH", "text": "coverage and conditions, remain, material in Education Commitments within the Pact for the Future require ### 27. Refugees, displaced persons and migrants to connect evidence with delivery, unequal effect and correction. 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-2024-08-27-b004", "type": "PARAGRAPH", "text": "feasibility and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 27. Refugees, displaced persons and migrants to connect evidence with delivery, unequal effect and correction. 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-2024-08-28", "partId": "part-iceqc-r-2024-08-x", "parentId": null, "number": "28", "title": "Teacher availability and distribution", "anchor": "28-teacher-availability-and-distribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-28-b001", "type": "PARAGRAPH", "text": "capacity and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 28. Teacher availability and distribution to connect evidence with delivery, unequal effect and correction. 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-2024-08-28-b002", "type": "PARAGRAPH", "text": "comparability and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 28. Teacher availability and distribution to connect evidence with delivery, unequal effect and correction. 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-2024-08-28-b003", "type": "PARAGRAPH", "text": "continuity and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 28. Teacher availability and distribution to connect evidence with delivery, unequal effect and correction. 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-2024-08-28-b004", "type": "PARAGRAPH", "text": "equity and action, required, monitor in Education Commitments within the Pact for the Future require ### 28. Teacher availability and distribution to connect evidence with delivery, unequal effect and correction. 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-2024-08-29", "partId": "part-iceqc-r-2024-08-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-2024-08-29-b001", "type": "PARAGRAPH", "text": "distribution and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 29. Class size, multi-grade teaching and time to connect evidence with delivery, unequal effect and correction. 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-2024-08-29-b002", "type": "PARAGRAPH", "text": "timing and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 29. Class size, multi-grade teaching and time to connect evidence with delivery, unequal effect and correction. 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-2024-08-29-b003", "type": "PARAGRAPH", "text": "coverage and resources, households, conditions in Education Commitments within the Pact for the Future require ### 29. Class size, multi-grade teaching and time to connect evidence with delivery, unequal effect and correction. 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-2024-08-29-b004", "type": "PARAGRAPH", "text": "feasibility and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 29. Class size, multi-grade teaching and time to connect evidence with delivery, unequal effect and correction. 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-2024-08-30", "partId": "part-iceqc-r-2024-08-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-2024-08-30-b001", "type": "PARAGRAPH", "text": "remedy and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 30. Materials, facilities and basic services to connect evidence with delivery, unequal effect and correction. 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-2024-08-30-b002", "type": "PARAGRAPH", "text": "capacity and should, remain, accessible in Education Commitments within the Pact for the Future require ### 30. Materials, facilities and basic services to connect evidence with delivery, unequal effect and correction. 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-2024-08-30-b003", "type": "PARAGRAPH", "text": "comparability and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 30. Materials, facilities and basic services to connect evidence with delivery, unequal effect and correction. 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-2024-08-30-b004", "type": "PARAGRAPH", "text": "continuity and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 30. Materials, facilities and basic services to connect evidence with delivery, unequal effect and correction. 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-2024-08-31", "partId": "part-iceqc-r-2024-08-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-2024-08-31-b001", "type": "PARAGRAPH", "text": "distribution and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 31. Public spending by level and function to connect evidence with delivery, unequal effect and correction. 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-2024-08-31-b002", "type": "PARAGRAPH", "text": "timing and consider, common, absent in Education Commitments within the Pact for the Future require ### 31. Public spending by level and function to connect evidence with delivery, unequal effect and correction. 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-2024-08-31-b003", "type": "PARAGRAPH", "text": "coverage and conditions, remain, material in Education Commitments within the Pact for the Future require ### 31. Public spending by level and function to connect evidence with delivery, unequal effect and correction. 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-2024-08-31-b004", "type": "PARAGRAPH", "text": "feasibility and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 31. Public spending by level and function to connect evidence with delivery, unequal effect and correction. 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-2024-08-32", "partId": "part-iceqc-r-2024-08-xi", "parentId": null, "number": "32", "title": "Incidence of education spending", "anchor": "32-incidence-of-education-spending", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-32-b001", "type": "PARAGRAPH", "text": "remedy and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 32. Incidence of education spending to connect evidence with delivery, unequal effect and correction. 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-2024-08-32-b002", "type": "PARAGRAPH", "text": "capacity and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 32. Incidence of education spending to connect evidence with delivery, unequal effect and correction. 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-2024-08-32-b003", "type": "PARAGRAPH", "text": "comparability and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 32. Incidence of education spending to connect evidence with delivery, unequal effect and correction. 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-2024-08-32-b004", "type": "PARAGRAPH", "text": "continuity and action, required, monitor in Education Commitments within the Pact for the Future require ### 32. Incidence of education spending to connect evidence with delivery, unequal effect and correction. 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-2024-08-33", "partId": "part-iceqc-r-2024-08-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-2024-08-33-b001", "type": "PARAGRAPH", "text": "authority and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 33. Protecting equity during fiscal constraint to connect evidence with delivery, unequal effect and correction. 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-2024-08-33-b002", "type": "PARAGRAPH", "text": "distribution and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 33. Protecting equity during fiscal constraint to connect evidence with delivery, unequal effect and correction. 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-2024-08-33-b003", "type": "PARAGRAPH", "text": "timing and resources, households, conditions in Education Commitments within the Pact for the Future require ### 33. Protecting equity during fiscal constraint to connect evidence with delivery, unequal effect and correction. 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-2024-08-33-b004", "type": "PARAGRAPH", "text": "coverage and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 33. Protecting equity during fiscal constraint to connect evidence with delivery, unequal effect and correction. 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-2024-08-34", "partId": "part-iceqc-r-2024-08-xii", "parentId": null, "number": "34", "title": "Administrative records", "anchor": "34-administrative-records", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-34-b001", "type": "PARAGRAPH", "text": "remedy and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 34. Administrative records to connect evidence with delivery, unequal effect and correction. 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-2024-08-34-b002", "type": "PARAGRAPH", "text": "capacity and should, remain, accessible in Education Commitments within the Pact for the Future require ### 34. Administrative records to connect evidence with delivery, unequal effect and correction. 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-2024-08-34-b003", "type": "PARAGRAPH", "text": "comparability and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 34. Administrative records to connect evidence with delivery, unequal effect and correction. 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-2024-08-34-b004", "type": "PARAGRAPH", "text": "continuity and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 34. Administrative records to connect evidence with delivery, unequal effect and correction. 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-2024-08-35", "partId": "part-iceqc-r-2024-08-xii", "parentId": null, "number": "35", "title": "Household surveys", "anchor": "35-household-surveys", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-35-b001", "type": "PARAGRAPH", "text": "authority and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 35. Household surveys to connect evidence with delivery, unequal effect and correction. 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-2024-08-35-b002", "type": "PARAGRAPH", "text": "distribution and consider, common, absent in Education Commitments within the Pact for the Future require ### 35. Household surveys to connect evidence with delivery, unequal effect and correction. 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-2024-08-35-b003", "type": "PARAGRAPH", "text": "timing and conditions, remain, material in Education Commitments within the Pact for the Future require ### 35. Household surveys to connect evidence with delivery, unequal effect and correction. 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-2024-08-35-b004", "type": "PARAGRAPH", "text": "coverage and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 35. Household surveys to connect evidence with delivery, unequal effect and correction. 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-2024-08-36", "partId": "part-iceqc-r-2024-08-xii", "parentId": null, "number": "36", "title": "Censuses and population frames", "anchor": "36-censuses-and-population-frames", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-36-b001", "type": "PARAGRAPH", "text": "Uncertainty concerning whether educational opportunity is in Education Commitments within the Pact for the Future determines whether Censuses and population frames supports a bounded finding and corrective responsibility. Censuses and population frames to connect evidence with delivery, unequal effect and correction. 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-2024-08-36-b002", "type": "PARAGRAPH", "text": "remedy and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 36. Censuses and population frames to connect evidence with delivery, unequal effect and correction. 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-2024-08-36-b003", "type": "PARAGRAPH", "text": "capacity and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 36. Censuses and population frames to connect evidence with delivery, unequal effect and correction. 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-2024-08-36-b004", "type": "PARAGRAPH", "text": "comparability and action, required, monitor in Education Commitments within the Pact for the Future require ### 36. Censuses and population frames to connect evidence with delivery, unequal effect and correction. 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-2024-08-37", "partId": "part-iceqc-r-2024-08-xiii", "parentId": null, "number": "37", "title": "Single-axis disaggregation", "anchor": "37-single-axis-disaggregation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-37-b001", "type": "PARAGRAPH", "text": "authority and before, choosing, threshold in Education Commitments within the Pact for the Future require ### 37. Single-axis disaggregation to connect evidence with delivery, unequal effect and correction. 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-2024-08-37-b002", "type": "PARAGRAPH", "text": "distribution and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 37. Single-axis disaggregation to connect evidence with delivery, unequal effect and correction. 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-2024-08-37-b003", "type": "PARAGRAPH", "text": "timing and resources, households, conditions in Education Commitments within the Pact for the Future require ### 37. Single-axis disaggregation to connect evidence with delivery, unequal effect and correction. 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-2024-08-37-b004", "type": "PARAGRAPH", "text": "coverage and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 37. Single-axis disaggregation to connect evidence with delivery, unequal effect and correction. 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-2024-08-38", "partId": "part-iceqc-r-2024-08-xiii", "parentId": null, "number": "38", "title": "Intersecting categories", "anchor": "38-intersecting-categories", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-38-b001", "type": "PARAGRAPH", "text": "Uncertainty concerning and residence it does in Education Commitments within the Pact for the Future determines whether Intersecting categories supports a bounded finding and corrective responsibility. Intersecting categories to connect evidence with delivery, unequal effect and correction. 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-2024-08-38-b002", "type": "PARAGRAPH", "text": "remedy and should, remain, accessible in Education Commitments within the Pact for the Future require ### 38. Intersecting categories to connect evidence with delivery, unequal effect and correction. 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-2024-08-38-b003", "type": "PARAGRAPH", "text": "capacity and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 38. Intersecting categories to connect evidence with delivery, unequal effect and correction. 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-2024-08-38-b004", "type": "PARAGRAPH", "text": "comparability and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 38. Intersecting categories to connect evidence with delivery, unequal effect and correction. 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-2024-08-39", "partId": "part-iceqc-r-2024-08-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-2024-08-39-b001", "type": "PARAGRAPH", "text": "Equity concerning 39 small numbers disclosure in Education Commitments within the Pact for the Future determines whether Small numbers, disclosure and reliability supports a bounded finding and corrective responsibility. Small numbers, disclosure and reliability to connect evidence with delivery, unequal effect and correction. 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-2024-08-39-b002", "type": "PARAGRAPH", "text": "authority and consider, common, absent in Education Commitments within the Pact for the Future require ### 39. Small numbers, disclosure and reliability to connect evidence with delivery, unequal effect and correction. 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-2024-08-39-b003", "type": "PARAGRAPH", "text": "distribution and conditions, remain, material in Education Commitments within the Pact for the Future require ### 39. Small numbers, disclosure and reliability to connect evidence with delivery, unequal effect and correction. 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-2024-08-39-b004", "type": "PARAGRAPH", "text": "timing and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 39. Small numbers, disclosure and reliability to connect evidence with delivery, unequal effect and correction. 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-2024-08-40", "partId": "part-iceqc-r-2024-08-xiv", "parentId": null, "number": "40", "title": "Comparing unlike systems", "anchor": "40-comparing-unlike-systems", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-40-b001", "type": "PARAGRAPH", "text": "Uncertainty concerning apparent progress reflects changed in Education Commitments within the Pact for the Future determines whether Comparing unlike systems supports a bounded finding and corrective responsibility. Comparing unlike systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-40-b002", "type": "PARAGRAPH", "text": "remedy and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 40. Comparing unlike systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-40-b003", "type": "PARAGRAPH", "text": "capacity and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 40. Comparing unlike systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-40-b004", "type": "PARAGRAPH", "text": "comparability and action, required, monitor in Education Commitments within the Pact for the Future require ### 40. Comparing unlike systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-41", "partId": "part-iceqc-r-2024-08-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-2024-08-41-b001", "type": "PARAGRAPH", "text": "Equity concerning whether apparent progress reflects in Education Commitments within the Pact for the Future determines whether Sampling error and other uncertainty supports a bounded finding and corrective responsibility. Sampling error and other uncertainty to connect evidence with delivery, unequal effect and correction. 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-2024-08-41-b002", "type": "PARAGRAPH", "text": "authority and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 41. Sampling error and other uncertainty to connect evidence with delivery, unequal effect and correction. 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-2024-08-41-b003", "type": "PARAGRAPH", "text": "distribution and resources, households, conditions in Education Commitments within the Pact for the Future require ### 41. Sampling error and other uncertainty to connect evidence with delivery, unequal effect and correction. 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-2024-08-41-b004", "type": "PARAGRAPH", "text": "timing and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 41. Sampling error and other uncertainty to connect evidence with delivery, unequal effect and correction. 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-2024-08-42", "partId": "part-iceqc-r-2024-08-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-2024-08-42-b001", "type": "PARAGRAPH", "text": "Feasibility concerning choosing a gap ratio in Education Commitments within the Pact for the Future determines whether Trends and breaks in series supports a bounded finding and corrective responsibility. Trends and breaks in series to connect evidence with delivery, unequal effect and correction. 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-2024-08-42-b002", "type": "PARAGRAPH", "text": "uncertainty and should, remain, accessible in Education Commitments within the Pact for the Future require ### 42. Trends and breaks in series to connect evidence with delivery, unequal effect and correction. 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-2024-08-42-b003", "type": "PARAGRAPH", "text": "remedy and solely, statistical, separation in Education Commitments within the Pact for the Future require ### 42. Trends and breaks in series to connect evidence with delivery, unequal effect and correction. 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-2024-08-42-b004", "type": "PARAGRAPH", "text": "capacity and pretending, estimate, prevalence in Education Commitments within the Pact for the Future require ### 42. Trends and breaks in series to connect evidence with delivery, unequal effect and correction. 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-2024-08-43", "partId": "part-iceqc-r-2024-08-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-2024-08-43-b001", "type": "PARAGRAPH", "text": "Equity concerning and direction yet it in Education Commitments within the Pact for the Future determines whether Reading disparity without blaming learners supports a bounded finding and corrective responsibility. Reading disparity without blaming learners to connect evidence with delivery, unequal effect and correction. 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-2024-08-43-b002", "type": "PARAGRAPH", "text": "authority and consider, common, absent in Education Commitments within the Pact for the Future require ### 43. Reading disparity without blaming learners to connect evidence with delivery, unequal effect and correction. 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-2024-08-43-b003", "type": "PARAGRAPH", "text": "distribution and conditions, remain, material in Education Commitments within the Pact for the Future require ### 43. Reading disparity without blaming learners to connect evidence with delivery, unequal effect and correction. 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-2024-08-43-b004", "type": "PARAGRAPH", "text": "timing and magnitude, should, guessed in Education Commitments within the Pact for the Future require ### 43. Reading disparity without blaming learners to connect evidence with delivery, unequal effect and correction. 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-2024-08-44", "partId": "part-iceqc-r-2024-08-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-2024-08-44-b001", "type": "PARAGRAPH", "text": "Feasibility concerning education commitments within the in Education Commitments within the Pact for the Future determines whether Turning evidence into equitable policy supports a bounded finding and corrective responsibility. Turning evidence into equitable policy to connect evidence with delivery, unequal effect and correction. 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-2024-08-44-b002", "type": "PARAGRAPH", "text": "uncertainty and unsuitable, equity, judgement in Education Commitments within the Pact for the Future require ### 44. Turning evidence into equitable policy to connect evidence with delivery, unequal effect and correction. 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-2024-08-44-b003", "type": "PARAGRAPH", "text": "remedy and adequately, represented, elsewhere in Education Commitments within the Pact for the Future require ### 44. Turning evidence into equitable policy to connect evidence with delivery, unequal effect and correction. 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-2024-08-44-b004", "type": "PARAGRAPH", "text": "capacity and action, required, monitor in Education Commitments within the Pact for the Future require ### 44. Turning evidence into equitable policy to connect evidence with delivery, unequal effect and correction. 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-2024-08-45", "partId": "part-iceqc-r-2024-08-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-2024-08-45-b001", "type": "PARAGRAPH", "text": "Continuity concerning from an acceptable minimum in Education Commitments within the Pact for the Future determines whether A public account beyond the average supports a bounded finding and corrective responsibility. A public account beyond the average to connect evidence with delivery, unequal effect and correction. 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-2024-08-45-b002", "type": "PARAGRAPH", "text": "equity and distinguishable, direct, observation in Education Commitments within the Pact for the Future require ### 45. A public account beyond the average to connect evidence with delivery, unequal effect and correction. 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-2024-08-45-b003", "type": "PARAGRAPH", "text": "authority and resources, households, conditions in Education Commitments within the Pact for the Future require ### 45. A public account beyond the average to connect evidence with delivery, unequal effect and correction. 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-2024-08-45-b004", "type": "PARAGRAPH", "text": "distribution and population, analytically, disappear in Education Commitments within the Pact for the Future require ### 45. A public account beyond the average to connect evidence with delivery, unequal effect and correction. 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-2024-08-46", "partId": "part-iceqc-r-2024-08-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-2024-08-46-b001", "type": "PARAGRAPH", "text": "feasibility and sufficiently, stable, comparison in Education Commitments within the Pact for the Future require ### 46. Composite measures and the loss of meaning to connect evidence with delivery, unequal effect and correction. 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-2024-08-46-b002", "type": "PARAGRAPH", "text": "uncertainty and estimation, method, effect in Education Commitments within the Pact for the Future require ### 46. Composite measures and the loss of meaning to connect evidence with delivery, unequal effect and correction. 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-2024-08-46-b003", "type": "PARAGRAPH", "text": "remedy and relative, measure, improved in Education Commitments within the Pact for the Future require ### 46. Composite measures and the loss of meaning to connect evidence with delivery, unequal effect and correction. 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-2024-08-46-b004", "type": "PARAGRAPH", "text": "capacity and rather, remote, methodological in Education Commitments within the Pact for the Future require ### 46. Composite measures and the loss of meaning to connect evidence with delivery, unequal effect and correction. 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-2024-08-46-b005", "type": "PARAGRAPH", "text": "comparability and responsible, better, evidence in Education Commitments within the Pact for the Future require ### 46. Composite measures and the loss of meaning to connect evidence with delivery, unequal effect and correction. 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-2024-08-46-b006", "type": "PARAGRAPH", "text": "continuity and changed, intended, learners in Education Commitments within the Pact for the Future require ### 46. Composite measures and the loss of meaning to connect evidence with delivery, unequal effect and correction. 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-2024-08-46-b007", "type": "PARAGRAPH", "text": "equity and information, competent, answer in Education Commitments within the Pact for the Future require ### 46. Composite measures and the loss of meaning to connect evidence with delivery, unequal effect and correction. 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-2024-08-46-b008", "type": "PARAGRAPH", "text": "authority and responsibility, corrective, action in Education Commitments within the Pact for the Future require ### 46. Composite measures and the loss of meaning to connect evidence with delivery, unequal effect and correction. 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-2024-08-47", "partId": "part-iceqc-r-2024-08-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-2024-08-47-b001", "type": "PARAGRAPH", "text": "timing and sufficiently, stable, comparison in Education Commitments within the Pact for the Future require ### 47. Decomposing an observed education gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-47-b002", "type": "PARAGRAPH", "text": "coverage and estimation, method, effect in Education Commitments within the Pact for the Future require ### 47. Decomposing an observed education gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-47-b003", "type": "PARAGRAPH", "text": "feasibility and relative, measure, improved in Education Commitments within the Pact for the Future require ### 47. Decomposing an observed education gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-47-b004", "type": "PARAGRAPH", "text": "uncertainty and changed, intended, learners in Education Commitments within the Pact for the Future require ### 47. Decomposing an observed education gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-48", "partId": "part-iceqc-r-2024-08-xvi", "parentId": null, "number": "48", "title": "Setting distribution-sensitive targets", "anchor": "48-setting-distribution-sensitive-targets", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-48-b001", "type": "PARAGRAPH", "text": "capacity and sufficiently, stable, comparison in Education Commitments within the Pact for the Future require ### 48. Setting distribution-sensitive targets to connect evidence with delivery, unequal effect and correction. 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-2024-08-48-b002", "type": "PARAGRAPH", "text": "comparability and estimation, method, effect in Education Commitments within the Pact for the Future require ### 48. Setting distribution-sensitive targets to connect evidence with delivery, unequal effect and correction. 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-2024-08-48-b003", "type": "PARAGRAPH", "text": "continuity and relative, measure, improved in Education Commitments within the Pact for the Future require ### 48. Setting distribution-sensitive targets to connect evidence with delivery, unequal effect and correction. 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-2024-08-48-b004", "type": "PARAGRAPH", "text": "equity and changed, intended, learners in Education Commitments within the Pact for the Future require ### 48. Setting distribution-sensitive targets to connect evidence with delivery, unequal effect and correction. 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-2024-08-49", "partId": "part-iceqc-r-2024-08-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-2024-08-49-b001", "type": "PARAGRAPH", "text": "distribution and sufficiently, stable, comparison in Education Commitments within the Pact for the Future require ### 49. Linking learners to service geography to connect evidence with delivery, unequal effect and correction. 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-2024-08-49-b002", "type": "PARAGRAPH", "text": "timing and estimation, method, effect in Education Commitments within the Pact for the Future require ### 49. Linking learners to service geography to connect evidence with delivery, unequal effect and correction. 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-2024-08-49-b003", "type": "PARAGRAPH", "text": "coverage and relative, measure, improved in Education Commitments within the Pact for the Future require ### 49. Linking learners to service geography to connect evidence with delivery, unequal effect and correction. 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-2024-08-49-b004", "type": "PARAGRAPH", "text": "feasibility and changed, intended, learners in Education Commitments within the Pact for the Future require ### 49. Linking learners to service geography to connect evidence with delivery, unequal effect and correction. 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-2024-08-50", "partId": "part-iceqc-r-2024-08-xvi", "parentId": null, "number": "50", "title": "Reconciling conflicting sources", "anchor": "50-reconciling-conflicting-sources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-50-b001", "type": "PARAGRAPH", "text": "remedy and sufficiently, stable, comparison in Education Commitments within the Pact for the Future require ### 50. Reconciling conflicting sources to connect evidence with delivery, unequal effect and correction. 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-2024-08-50-b002", "type": "PARAGRAPH", "text": "capacity and estimation, method, effect in Education Commitments within the Pact for the Future require ### 50. Reconciling conflicting sources to connect evidence with delivery, unequal effect and correction. 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-2024-08-50-b003", "type": "PARAGRAPH", "text": "comparability and relative, measure, improved in Education Commitments within the Pact for the Future require ### 50. Reconciling conflicting sources to connect evidence with delivery, unequal effect and correction. 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-2024-08-50-b004", "type": "PARAGRAPH", "text": "continuity and changed, intended, learners in Education Commitments within the Pact for the Future require ### 50. Reconciling conflicting sources to connect evidence with delivery, unequal effect and correction. 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-2024-08-51", "partId": "part-iceqc-r-2024-08-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-2024-08-51-b001", "type": "PARAGRAPH", "text": "authority and sufficiently, stable, comparison in Education Commitments within the Pact for the Future require ### 51. Monitoring marginalisation during severe disruption to connect evidence with delivery, unequal effect and correction. 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-2024-08-51-b002", "type": "PARAGRAPH", "text": "distribution and estimation, method, effect in Education Commitments within the Pact for the Future require ### 51. Monitoring marginalisation during severe disruption to connect evidence with delivery, unequal effect and correction. 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-2024-08-51-b003", "type": "PARAGRAPH", "text": "timing and relative, measure, improved in Education Commitments within the Pact for the Future require ### 51. Monitoring marginalisation during severe disruption to connect evidence with delivery, unequal effect and correction. 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-2024-08-51-b004", "type": "PARAGRAPH", "text": "coverage and changed, intended, learners in Education Commitments within the Pact for the Future require ### 51. Monitoring marginalisation during severe disruption to connect evidence with delivery, unequal effect and correction. 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-2024-08-52", "partId": "part-iceqc-r-2024-08-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-2024-08-52-b001", "type": "PARAGRAPH", "text": "uncertainty and sufficiently, stable, comparison in Education Commitments within the Pact for the Future require ### 52. Communicating uncertainty without losing urgency to connect evidence with delivery, unequal effect and correction. 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-2024-08-52-b002", "type": "PARAGRAPH", "text": "remedy and estimation, method, effect in Education Commitments within the Pact for the Future require ### 52. Communicating uncertainty without losing urgency to connect evidence with delivery, unequal effect and correction. 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-2024-08-52-b003", "type": "PARAGRAPH", "text": "capacity and relative, measure, improved in Education Commitments within the Pact for the Future require ### 52. Communicating uncertainty without losing urgency to connect evidence with delivery, unequal effect and correction. 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-2024-08-52-b004", "type": "PARAGRAPH", "text": "comparability and changed, intended, learners in Education Commitments within the Pact for the Future require ### 52. Communicating uncertainty without losing urgency to connect evidence with delivery, unequal effect and correction. 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-2024-08-53", "partId": "part-iceqc-r-2024-08-xvi", "parentId": null, "number": "53", "title": "A national marginalisation profile", "anchor": "53-a-national-marginalisation-profile", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-53-b001", "type": "PARAGRAPH", "text": "equity and sufficiently, stable, comparison in Education Commitments within the Pact for the Future require ### 53. A national marginalisation profile to connect evidence with delivery, unequal effect and correction. 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-2024-08-53-b002", "type": "PARAGRAPH", "text": "authority and estimation, method, effect in Education Commitments within the Pact for the Future require ### 53. A national marginalisation profile to connect evidence with delivery, unequal effect and correction. 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-2024-08-53-b003", "type": "PARAGRAPH", "text": "distribution and relative, measure, improved in Education Commitments within the Pact for the Future require ### 53. A national marginalisation profile to connect evidence with delivery, unequal effect and correction. 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-2024-08-53-b004", "type": "PARAGRAPH", "text": "timing and changed, intended, learners in Education Commitments within the Pact for the Future require ### 53. A national marginalisation profile to connect evidence with delivery, unequal effect and correction. 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-2024-08-54", "partId": "part-iceqc-r-2024-08-xvii", "parentId": null, "number": "54", "title": "Minimum comparison threshold", "anchor": "54-minimum-comparison-threshold", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-54-b001", "type": "PARAGRAPH", "text": "uncertainty and exclusions, remain, material in Education Commitments within the Pact for the Future require ### 54. Minimum comparison threshold to connect evidence with delivery, unequal effect and correction. 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-2024-08-55", "partId": "part-iceqc-r-2024-08-xvii", "parentId": null, "number": "55", "title": "Within-system interpretation", "anchor": "55-within-system-interpretation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-55-b001", "type": "PARAGRAPH", "text": "capacity and schools, remain, visible in Education Commitments within the Pact for the Future require ### 55. Within-system interpretation to connect evidence with delivery, unequal effect and correction. 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-2024-08-56", "partId": "part-iceqc-r-2024-08-xvii", "parentId": null, "number": "56", "title": "Between-system interpretation", "anchor": "56-between-system-interpretation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-56-b001", "type": "PARAGRAPH", "text": "continuity and substantive, system, difference in Education Commitments within the Pact for the Future require ### 56. Between-system interpretation to connect evidence with delivery, unequal effect and correction. 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-2024-08-57", "partId": "part-iceqc-r-2024-08-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-2024-08-57-b001", "type": "PARAGRAPH", "text": "distribution and system, learner, population in Education Commitments within the Pact for the Future require ### 57. Assessment participation and the represented learning population to connect evidence with delivery, unequal effect and correction. 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-2024-08-57-b002", "type": "PARAGRAPH", "text": "timing and effect, geography, institutional in Education Commitments within the Pact for the Future require ### 57. Assessment participation and the represented learning population to connect evidence with delivery, unequal effect and correction. 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-2024-08-57-b003", "type": "PARAGRAPH", "text": "coverage and interpreted, evidence, disparity in Education Commitments within the Pact for the Future require ### 57. Assessment participation and the represented learning population to connect evidence with delivery, unequal effect and correction. 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-2024-08-57-b004", "type": "PARAGRAPH", "text": "feasibility and incomparable, automatically, identical in Education Commitments within the Pact for the Future require ### 57. Assessment participation and the represented learning population to connect evidence with delivery, unequal effect and correction. 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-2024-08-57-b005", "type": "PARAGRAPH", "text": "uncertainty and should, broader, coverage in Education Commitments within the Pact for the Future require ### 57. Assessment participation and the represented learning population to connect evidence with delivery, unequal effect and correction. 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-2024-08-58", "partId": "part-iceqc-r-2024-08-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-2024-08-58-b001", "type": "PARAGRAPH", "text": "capacity and divides, sample, conveniently in Education Commitments within the Pact for the Future require ### 58. Scale, threshold and distribution comparability to connect evidence with delivery, unequal effect and correction. 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-2024-08-58-b002", "type": "PARAGRAPH", "text": "comparability and uncertainty, assessment, coverage in Education Commitments within the Pact for the Future require ### 58. Scale, threshold and distribution comparability to connect evidence with delivery, unequal effect and correction. 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-2024-08-58-b003", "type": "PARAGRAPH", "text": "continuity and learner, education, system in Education Commitments within the Pact for the Future require ### 58. Scale, threshold and distribution comparability to connect evidence with delivery, unequal effect and correction. 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-2024-08-58-b004", "type": "PARAGRAPH", "text": "equity and should, stated, accordingly in Education Commitments within the Pact for the Future require ### 58. Scale, threshold and distribution comparability to connect evidence with delivery, unequal effect and correction. 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-2024-08-58-b005", "type": "PARAGRAPH", "text": "authority and league, answer, questions in Education Commitments within the Pact for the Future require ### 58. Scale, threshold and distribution comparability to connect evidence with delivery, unequal effect and correction. 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-2024-08-59", "partId": "part-iceqc-r-2024-08-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-2024-08-59-b001", "type": "PARAGRAPH", "text": "timing and different, educational, conditions in Education Commitments within the Pact for the Future require ### 59. Opportunity to learn and interpretation of achievement gaps to connect evidence with delivery, unequal effect and correction. 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-2024-08-59-b002", "type": "PARAGRAPH", "text": "coverage and account, favourable, system in Education Commitments within the Pact for the Future require ### 59. Opportunity to learn and interpretation of achievement gaps to connect evidence with delivery, unequal effect and correction. 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-2024-08-59-b003", "type": "PARAGRAPH", "text": "feasibility and conversion, factor, predicted in Education Commitments within the Pact for the Future require ### 59. Opportunity to learn and interpretation of achievement gaps to connect evidence with delivery, unequal effect and correction. 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-2024-08-59-b004", "type": "PARAGRAPH", "text": "uncertainty and provision, learners, scores in Education Commitments within the Pact for the Future require ### 59. Opportunity to learn and interpretation of achievement gaps to connect evidence with delivery, unequal effect and correction. 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-2024-08-59-b005", "type": "PARAGRAPH", "text": "remedy and erased, cohort, average in Education Commitments within the Pact for the Future require ### 59. Opportunity to learn and interpretation of achievement gaps to connect evidence with delivery, unequal effect and correction. 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-2024-08-60", "partId": "part-iceqc-r-2024-08-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-2024-08-60-b001", "type": "PARAGRAPH", "text": "comparability and evidence, schools, irrelevant in Education Commitments within the Pact for the Future require ### 60. Decomposing disparities within education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-60-b002", "type": "PARAGRAPH", "text": "continuity and residual, direct, observation in Education Commitments within the Pact for the Future require ### 60. Decomposing disparities within education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-60-b003", "type": "PARAGRAPH", "text": "equity and causal, assumptions, explanation in Education Commitments within the Pact for the Future require ### 60. Decomposing disparities within education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-60-b004", "type": "PARAGRAPH", "text": "authority and boundary, creates, disparity in Education Commitments within the Pact for the Future require ### 60. Decomposing disparities within education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-60-b005", "type": "PARAGRAPH", "text": "distribution and action, learning, evidence in Education Commitments within the Pact for the Future require ### 60. Decomposing disparities within education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-61", "partId": "part-iceqc-r-2024-08-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-2024-08-61-b001", "type": "PARAGRAPH", "text": "coverage and separately, without, common in Education Commitments within the Pact for the Future require ### 61. Bounded conclusions between education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-61-b002", "type": "PARAGRAPH", "text": "feasibility and result, nationality, explanation in Education Commitments within the Pact for the Future require ### 61. Bounded conclusions between education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-61-b003", "type": "PARAGRAPH", "text": "uncertainty and population, changed, materially in Education Commitments within the Pact for the Future require ### 61. Bounded conclusions between education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-61-b004", "type": "PARAGRAPH", "text": "remedy and substitutes, imitation, analysis in Education Commitments within the Pact for the Future require ### 61. Bounded conclusions between education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-61-b005", "type": "PARAGRAPH", "text": "capacity and complacency, unsupported, prescription in Education Commitments within the Pact for the Future require ### 61. Bounded conclusions between education systems to connect evidence with delivery, unequal effect and correction. 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-2024-08-62", "partId": "part-iceqc-r-2024-08-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-2024-08-62-b001", "type": "PARAGRAPH", "text": "continuity and direction, urgent, protection in Education Commitments within the Pact for the Future require ### 62. Uncertainty, materiality and the duty to respond to connect evidence with delivery, unequal effect and correction. 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-2024-08-62-b002", "type": "PARAGRAPH", "text": "equity and classification, schools, learners in Education Commitments within the Pact for the Future require ### 62. Uncertainty, materiality and the duty to respond to connect evidence with delivery, unequal effect and correction. 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-2024-08-62-b003", "type": "PARAGRAPH", "text": "authority and population, resources, review in Education Commitments within the Pact for the Future require ### 62. Uncertainty, materiality and the duty to respond to connect evidence with delivery, unequal effect and correction. 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-2024-08-62-b004", "type": "PARAGRAPH", "text": "distribution and figure, becomes, favourable in Education Commitments within the Pact for the Future require ### 62. Uncertainty, materiality and the duty to respond to connect evidence with delivery, unequal effect and correction. 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-2024-08-63", "partId": "part-iceqc-r-2024-08-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-2024-08-63-b001", "type": "PARAGRAPH", "text": "feasibility and estimated, remains, unknown in Education Commitments within the Pact for the Future require ### 63. Defining a persistent learning gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-63-b002", "type": "PARAGRAPH", "text": "uncertainty and instead, changing, institutions in Education Commitments within the Pact for the Future require ### 63. Defining a persistent learning gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-63-b003", "type": "PARAGRAPH", "text": "remedy and rather, selective, reporting in Education Commitments within the Pact for the Future require ### 63. Defining a persistent learning gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-63-b004", "type": "PARAGRAPH", "text": "capacity and expected, learner, consequence in Education Commitments within the Pact for the Future require ### 63. Defining a persistent learning gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-63-b005", "type": "PARAGRAPH", "text": "comparability and precision, disappearance, review in Education Commitments within the Pact for the Future require ### 63. Defining a persistent learning gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-63-b006", "type": "PARAGRAPH", "text": "continuity and leaving, correction, classroom in Education Commitments within the Pact for the Future require ### 63. Defining a persistent learning gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-63-b007", "type": "PARAGRAPH", "text": "equity and functioning, correction, project in Education Commitments within the Pact for the Future require ### 63. Defining a persistent learning gap to connect evidence with delivery, unequal effect and correction. 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-2024-08-64", "partId": "part-iceqc-r-2024-08-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-2024-08-64-b001", "type": "PARAGRAPH", "text": "distribution and estimated, remains, unknown in Education Commitments within the Pact for the Future require ### 64. From diagnosis to an intervention hypothesis to connect evidence with delivery, unequal effect and correction. 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-2024-08-64-b002", "type": "PARAGRAPH", "text": "timing and instead, changing, institutions in Education Commitments within the Pact for the Future require ### 64. From diagnosis to an intervention hypothesis to connect evidence with delivery, unequal effect and correction. 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-2024-08-64-b003", "type": "PARAGRAPH", "text": "coverage and rather, selective, reporting in Education Commitments within the Pact for the Future require ### 64. From diagnosis to an intervention hypothesis to connect evidence with delivery, unequal effect and correction. 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-2024-08-64-b004", "type": "PARAGRAPH", "text": "feasibility and expected, learner, consequence in Education Commitments within the Pact for the Future require ### 64. From diagnosis to an intervention hypothesis to connect evidence with delivery, unequal effect and correction. 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-2024-08-65", "partId": "part-iceqc-r-2024-08-xix", "parentId": null, "number": "65", "title": "Designing the targeted plan", "anchor": "65-designing-the-targeted-plan", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-65-b001", "type": "PARAGRAPH", "text": "remedy and estimated, remains, unknown in Education Commitments within the Pact for the Future require ### 65. Designing the targeted plan to connect evidence with delivery, unequal effect and correction. 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-2024-08-65-b002", "type": "PARAGRAPH", "text": "capacity and instead, changing, institutions in Education Commitments within the Pact for the Future require ### 65. Designing the targeted plan to connect evidence with delivery, unequal effect and correction. 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-2024-08-65-b003", "type": "PARAGRAPH", "text": "comparability and rather, selective, reporting in Education Commitments within the Pact for the Future require ### 65. Designing the targeted plan to connect evidence with delivery, unequal effect and correction. 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-2024-08-65-b004", "type": "PARAGRAPH", "text": "continuity and expected, learner, consequence in Education Commitments within the Pact for the Future require ### 65. Designing the targeted plan to connect evidence with delivery, unequal effect and correction. 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-2024-08-66", "partId": "part-iceqc-r-2024-08-xix", "parentId": null, "number": "66", "title": "Resourcing equitable implementation", "anchor": "66-resourcing-equitable-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-66-b001", "type": "PARAGRAPH", "text": "authority and estimated, remains, unknown in Education Commitments within the Pact for the Future require ### 66. Resourcing equitable implementation to connect evidence with delivery, unequal effect and correction. 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-2024-08-66-b002", "type": "PARAGRAPH", "text": "distribution and instead, changing, institutions in Education Commitments within the Pact for the Future require ### 66. Resourcing equitable implementation to connect evidence with delivery, unequal effect and correction. 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-2024-08-66-b003", "type": "PARAGRAPH", "text": "timing and rather, selective, reporting in Education Commitments within the Pact for the Future require ### 66. Resourcing equitable implementation to connect evidence with delivery, unequal effect and correction. 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-2024-08-66-b004", "type": "PARAGRAPH", "text": "coverage and expected, learner, consequence in Education Commitments within the Pact for the Future require ### 66. Resourcing equitable implementation to connect evidence with delivery, unequal effect and correction. 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-2024-08-67", "partId": "part-iceqc-r-2024-08-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-2024-08-67-b001", "type": "PARAGRAPH", "text": "uncertainty and estimated, remains, unknown in Education Commitments within the Pact for the Future require ### 67. Monitoring reach, quality and learning response to connect evidence with delivery, unequal effect and correction. 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-2024-08-67-b002", "type": "PARAGRAPH", "text": "remedy and instead, changing, institutions in Education Commitments within the Pact for the Future require ### 67. Monitoring reach, quality and learning response to connect evidence with delivery, unequal effect and correction. 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-2024-08-67-b003", "type": "PARAGRAPH", "text": "capacity and rather, selective, reporting in Education Commitments within the Pact for the Future require ### 67. Monitoring reach, quality and learning response to connect evidence with delivery, unequal effect and correction. 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-2024-08-67-b004", "type": "PARAGRAPH", "text": "comparability and expected, learner, consequence in Education Commitments within the Pact for the Future require ### 67. Monitoring reach, quality and learning response to connect evidence with delivery, unequal effect and correction. 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-2024-08-68", "partId": "part-iceqc-r-2024-08-xix", "parentId": null, "number": "68", "title": "Adaptation, institutionalisation and exit", "anchor": "68-adaptation-institutionalisation-and-exit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-68-b001", "type": "PARAGRAPH", "text": "equity and estimated, remains, unknown in Education Commitments within the Pact for the Future require ### 68. Adaptation, institutionalisation and exit to connect evidence with delivery, unequal effect and correction. 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-2024-08-68-b002", "type": "PARAGRAPH", "text": "authority and instead, changing, institutions in Education Commitments within the Pact for the Future require ### 68. Adaptation, institutionalisation and exit to connect evidence with delivery, unequal effect and correction. 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-2024-08-68-b003", "type": "PARAGRAPH", "text": "distribution and rather, selective, reporting in Education Commitments within the Pact for the Future require ### 68. Adaptation, institutionalisation and exit to connect evidence with delivery, unequal effect and correction. 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-2024-08-68-b004", "type": "PARAGRAPH", "text": "timing and expected, learner, consequence in Education Commitments within the Pact for the Future require ### 68. Adaptation, institutionalisation and exit to connect evidence with delivery, unequal effect and correction. 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-2024-08-69", "partId": "part-iceqc-r-2024-08-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-2024-08-69-b001", "type": "PARAGRAPH", "text": "Institutional planning should begin from the position established by 9 November 2024. 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-2024-08-69-b002", "type": "PARAGRAPH", "text": "remedy and rather, filled, anticipation in Education Commitments within the Pact for the Future require ### 69. Fixing the contemporaneous institutional baseline to connect evidence with delivery, unequal effect and correction. 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-2024-08-69-b003", "type": "PARAGRAPH", "text": "capacity and different, educational, substance in Education Commitments within the Pact for the Future require ### 69. Fixing the contemporaneous institutional baseline to connect evidence with delivery, unequal effect and correction. 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-2024-08-69-b004", "type": "PARAGRAPH", "text": "comparability and openly, competent, bodies in Education Commitments within the Pact for the Future require ### 69. Fixing the contemporaneous institutional baseline to connect evidence with delivery, unequal effect and correction. 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-2024-08-69-b005", "type": "PARAGRAPH", "text": "continuity and reliable, implementation, judged in Education Commitments within the Pact for the Future require ### 69. Fixing the contemporaneous institutional baseline to connect evidence with delivery, unequal effect and correction. 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-2024-08-70", "partId": "part-iceqc-r-2024-08-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-2024-08-70-b001", "type": "PARAGRAPH", "text": "authority and elements, ceased, matter in Education Commitments within the Pact for the Future require ### 70. Selecting priorities without narrowing the commitment to connect evidence with delivery, unequal effect and correction. 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-2024-08-70-b002", "type": "PARAGRAPH", "text": "distribution and beside, evidence, limitations in Education Commitments within the Pact for the Future require ### 70. Selecting priorities without narrowing the commitment to connect evidence with delivery, unequal effect and correction. 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-2024-08-70-b003", "type": "PARAGRAPH", "text": "timing and supports, proportionate, protection in Education Commitments within the Pact for the Future require ### 70. Selecting priorities without narrowing the commitment to connect evidence with delivery, unequal effect and correction. 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-2024-08-70-b004", "type": "PARAGRAPH", "text": "coverage and learner, facing, condition in Education Commitments within the Pact for the Future require ### 70. Selecting priorities without narrowing the commitment to connect evidence with delivery, unequal effect and correction. 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-2024-08-70-b005", "type": "PARAGRAPH", "text": "feasibility and outside, formal, schooling in Education Commitments within the Pact for the Future require ### 70. Selecting priorities without narrowing the commitment to connect evidence with delivery, unequal effect and correction. 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-2024-08-71", "partId": "part-iceqc-r-2024-08-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-2024-08-71-b001", "type": "PARAGRAPH", "text": "remedy and should, mistaken, completion in Education Commitments within the Pact for the Future require ### 71. From global target to national improvement proposition to connect evidence with delivery, unequal effect and correction. 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-2024-08-71-b002", "type": "PARAGRAPH", "text": "capacity and evidence, prevalence, claimed in Education Commitments within the Pact for the Future require ### 71. From global target to national improvement proposition to connect evidence with delivery, unequal effect and correction. 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-2024-08-71-b003", "type": "PARAGRAPH", "text": "comparability and tested, during, implementation in Education Commitments within the Pact for the Future require ### 71. From global target to national improvement proposition to connect evidence with delivery, unequal effect and correction. 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-2024-08-71-b004", "type": "PARAGRAPH", "text": "continuity and difference, existing, series in Education Commitments within the Pact for the Future require ### 71. From global target to national improvement proposition to connect evidence with delivery, unequal effect and correction. 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-2024-08-71-b005", "type": "PARAGRAPH", "text": "equity and measurement, weakness, insufficient in Education Commitments within the Pact for the Future require ### 71. From global target to national improvement proposition to connect evidence with delivery, unequal effect and correction. 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-2024-08-72", "partId": "part-iceqc-r-2024-08-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-2024-08-72-b001", "type": "PARAGRAPH", "text": "distribution and facing, condition, changes in Education Commitments within the Pact for the Future require ### 72. Aligning authority, finance and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-72-b002", "type": "PARAGRAPH", "text": "timing and continuity, temporary, support in Education Commitments within the Pact for the Future require ### 72. Aligning authority, finance and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-72-b003", "type": "PARAGRAPH", "text": "coverage and should, represented, accessibility in Education Commitments within the Pact for the Future require ### 72. Aligning authority, finance and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-72-b004", "type": "PARAGRAPH", "text": "feasibility and between, strong, institutions in Education Commitments within the Pact for the Future require ### 72. Aligning authority, finance and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-72-b005", "type": "PARAGRAPH", "text": "uncertainty and visibility, supporting, activity in Education Commitments within the Pact for the Future require ### 72. Aligning authority, finance and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-73", "partId": "part-iceqc-r-2024-08-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-2024-08-73-b001", "type": "PARAGRAPH", "text": "capacity and improvement, learning, progression in Education Commitments within the Pact for the Future require ### 73. Monitoring delivery, reach and educational consequence to connect evidence with delivery, unequal effect and correction. 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-2024-08-73-b002", "type": "PARAGRAPH", "text": "comparability and concepts, differ, materially in Education Commitments within the Pact for the Future require ### 73. Monitoring delivery, reach and educational consequence to connect evidence with delivery, unequal effect and correction. 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-2024-08-73-b003", "type": "PARAGRAPH", "text": "continuity and responsibility, should, disappear in Education Commitments within the Pact for the Future require ### 73. Monitoring delivery, reach and educational consequence to connect evidence with delivery, unequal effect and correction. 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-2024-08-73-b004", "type": "PARAGRAPH", "text": "equity and rather, selective, reporting in Education Commitments within the Pact for the Future require ### 73. Monitoring delivery, reach and educational consequence to connect evidence with delivery, unequal effect and correction. 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-2024-08-73-b005", "type": "PARAGRAPH", "text": "authority and populations, remain, underserved in Education Commitments within the Pact for the Future require ### 73. Monitoring delivery, reach and educational consequence to connect evidence with delivery, unequal effect and correction. 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-2024-08-74", "partId": "part-iceqc-r-2024-08-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-2024-08-74-b001", "type": "PARAGRAPH", "text": "timing and adoption, national, action in Education Commitments within the Pact for the Future require ### 74. First national decisions after adoption to connect evidence with delivery, unequal effect and correction. 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-2024-08-74-b002", "type": "PARAGRAPH", "text": "coverage and produce, favourable, results in Education Commitments within the Pact for the Future require ### 74. First national decisions after adoption to connect evidence with delivery, unequal effect and correction. 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-2024-08-74-b003", "type": "PARAGRAPH", "text": "feasibility and substance, transfer, households in Education Commitments within the Pact for the Future require ### 74. First national decisions after adoption to connect evidence with delivery, unequal effect and correction. 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-2024-08-74-b004", "type": "PARAGRAPH", "text": "uncertainty and accountable, planning, reason in Education Commitments within the Pact for the Future require ### 74. First national decisions after adoption to connect evidence with delivery, unequal effect and correction. 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-2024-08-74-b005", "type": "PARAGRAPH", "text": "remedy and period, evidence, result in Education Commitments within the Pact for the Future require ### 74. First national decisions after adoption to connect evidence with delivery, unequal effect and correction. 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-2024-08-75", "partId": "part-iceqc-r-2024-08-xxi", "parentId": null, "number": "75", "title": "Institutional mandate and scope", "anchor": "75-institutional-mandate-and-scope", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-75-b001", "type": "PARAGRAPH", "text": "continuity and requiring, action, another in Education Commitments within the Pact for the Future require ### 75. Institutional mandate and scope to connect evidence with delivery, unequal effect and correction. 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-2024-08-75-b002", "type": "PARAGRAPH", "text": "equity and resources, evidence, assigned in Education Commitments within the Pact for the Future require ### 75. Institutional mandate and scope to connect evidence with delivery, unequal effect and correction. 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-2024-08-75-b003", "type": "PARAGRAPH", "text": "authority and protected, during, implementation in Education Commitments within the Pact for the Future require ### 75. Institutional mandate and scope to connect evidence with delivery, unequal effect and correction. 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-2024-08-75-b004", "type": "PARAGRAPH", "text": "distribution and consequence, competent, approving in Education Commitments within the Pact for the Future require ### 75. Institutional mandate and scope to connect evidence with delivery, unequal effect and correction. 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-2024-08-75-b005", "type": "PARAGRAPH", "text": "timing and quietly, narrow, objective in Education Commitments within the Pact for the Future require ### 75. Institutional mandate and scope to connect evidence with delivery, unequal effect and correction. 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-2024-08-76", "partId": "part-iceqc-r-2024-08-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-2024-08-76-b001", "type": "PARAGRAPH", "text": "feasibility and bounded, aspects, learning in Education Commitments within the Pact for the Future require ### 76. Diagnostic review and priority selection to connect evidence with delivery, unequal effect and correction. 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-2024-08-76-b002", "type": "PARAGRAPH", "text": "uncertainty and represented, prevalence, estimate in Education Commitments within the Pact for the Future require ### 76. Diagnostic review and priority selection to connect evidence with delivery, unequal effect and correction. 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-2024-08-76-b003", "type": "PARAGRAPH", "text": "remedy and action, outside, authority in Education Commitments within the Pact for the Future require ### 76. Diagnostic review and priority selection to connect evidence with delivery, unequal effect and correction. 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-2024-08-76-b004", "type": "PARAGRAPH", "text": "capacity and sufficient, selection, criterion in Education Commitments within the Pact for the Future require ### 76. Diagnostic review and priority selection to connect evidence with delivery, unequal effect and correction. 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-2024-08-76-b005", "type": "PARAGRAPH", "text": "comparability and before, judging, change in Education Commitments within the Pact for the Future require ### 76. Diagnostic review and priority selection to connect evidence with delivery, unequal effect and correction. 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-2024-08-77", "partId": "part-iceqc-r-2024-08-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-2024-08-77-b001", "type": "PARAGRAPH", "text": "equity and expected, learner, opportunity in Education Commitments within the Pact for the Future require ### 77. Improvement proposition and implementation design to connect evidence with delivery, unequal effect and correction. 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-2024-08-77-b002", "type": "PARAGRAPH", "text": "authority and should, precede, implementation in Education Commitments within the Pact for the Future require ### 77. Improvement proposition and implementation design to connect evidence with delivery, unequal effect and correction. 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-2024-08-77-b003", "type": "PARAGRAPH", "text": "distribution and displace, teaching, service in Education Commitments within the Pact for the Future require ### 77. Improvement proposition and implementation design to connect evidence with delivery, unequal effect and correction. 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-2024-08-77-b004", "type": "PARAGRAPH", "text": "timing and content, weaker, unrecognised in Education Commitments within the Pact for the Future require ### 77. Improvement proposition and implementation design to connect evidence with delivery, unequal effect and correction. 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-2024-08-77-b005", "type": "PARAGRAPH", "text": "coverage and essential, condition, deteriorates in Education Commitments within the Pact for the Future require ### 77. Improvement proposition and implementation design to connect evidence with delivery, unequal effect and correction. 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-2024-08-78", "partId": "part-iceqc-r-2024-08-xxi", "parentId": null, "number": "78", "title": "Resources and professional capability", "anchor": "78-resources-and-professional-capability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-78-b001", "type": "PARAGRAPH", "text": "uncertainty and remain, visible, statement in Education Commitments within the Pact for the Future require ### 78. Resources and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-78-b002", "type": "PARAGRAPH", "text": "remedy and capability, affected, learners in Education Commitments within the Pact for the Future require ### 78. Resources and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-78-b003", "type": "PARAGRAPH", "text": "capacity and turnover, access, assistance in Education Commitments within the Pact for the Future require ### 78. Resources and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-78-b004", "type": "PARAGRAPH", "text": "comparability and within, responsible, respond in Education Commitments within the Pact for the Future require ### 78. Resources and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-78-b005", "type": "PARAGRAPH", "text": "continuity and correction, exceptional, support in Education Commitments within the Pact for the Future require ### 78. Resources and professional capability to connect evidence with delivery, unequal effect and correction. 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-2024-08-79", "partId": "part-iceqc-r-2024-08-xxi", "parentId": null, "number": "79", "title": "Evidence, adaptation and institutionalisation", "anchor": "79-evidence-adaptation-and-institutionalisation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-79-b001", "type": "PARAGRAPH", "text": "authority and content, period, observed in Education Commitments within the Pact for the Future require ### 79. Evidence, adaptation and institutionalisation to connect evidence with delivery, unequal effect and correction. 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-2024-08-79-b002", "type": "PARAGRAPH", "text": "distribution and alongside, aggregate, objective in Education Commitments within the Pact for the Future require ### 79. Evidence, adaptation and institutionalisation to connect evidence with delivery, unequal effect and correction. 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-2024-08-79-b003", "type": "PARAGRAPH", "text": "timing and selection, favourable, source in Education Commitments within the Pact for the Future require ### 79. Evidence, adaptation and institutionalisation to connect evidence with delivery, unequal effect and correction. 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-2024-08-79-b004", "type": "PARAGRAPH", "text": "coverage and alternative, provision, addressed in Education Commitments within the Pact for the Future require ### 79. Evidence, adaptation and institutionalisation to connect evidence with delivery, unequal effect and correction. 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-2024-08-79-b005", "type": "PARAGRAPH", "text": "feasibility and foreseeable, departure, period in Education Commitments within the Pact for the Future require ### 79. Evidence, adaptation and institutionalisation to connect evidence with delivery, unequal effect and correction. 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-2024-08-97", "partId": "part-iceqc-r-2024-08-xxv", "parentId": null, "number": "97", "title": "Institutional status and scope", "anchor": "97-institutional-status-and-scope", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-97-b001", "type": "PARAGRAPH", "text": "The General Assembly adopted the Pact for the Future in resolution 79/1 on 22 September 2024. It is an intergovernmental commitment and policy framework; it does not itself demonstrate national implementation or later educational results. Education appears within a wider account of sustainable development, peace, youth, future generations, science, international cooperation and institutional reform. Interpretation should preserve those connections without replacing the more detailed obligations and targets already applicable to education.", "citationIds": [ "REF-27", "REF-44" ] }, { "id": "sec-iceqc-r-2024-08-97-b002", "type": "PARAGRAPH", "text": "The Pact should therefore be read alongside the 2030 Agenda, Education 2030 framework, rights instruments and the 2022 education transformation vision. A later political commitment can reinforce priority and cooperation, but it does not lower an existing educational entitlement or turn an aspirational statement into evidence of delivery.", "citationIds": [ "REF-28", "REF-43" ] } ] }, { "id": "sec-iceqc-r-2024-08-98", "partId": "part-iceqc-r-2024-08-xxv", "parentId": null, "number": "98", "title": "From global commitment to national decision", "anchor": "98-from-global-commitment-to-national-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-98-b001", "type": "PARAGRAPH", "text": "National authorities should identify which Pact commitments require an education-sector response, which already appear in adopted plans and which reveal a gap. The mapping should name responsible bodies, legal authority, finance, population, milestone and evidence. Restating the Pact in national language is not implementation.", "citationIds": [ "REF-17", "REF-44" ] }, { "id": "sec-iceqc-r-2024-08-98-b002", "type": "PARAGRAPH", "text": "Youth and future-generations participation should influence consequential decisions through accessible information, inclusive representation and a record of how views were considered. Participation should not substitute for public finance or transfer the duty to solve system constraints to young people.", "citationIds": [ "REF-10", "REF-44" ] } ] }, { "id": "sec-iceqc-r-2024-08-99", "partId": "part-iceqc-r-2024-08-xxv", "parentId": null, "number": "99", "title": "Finance, cooperation and institutional capacity", "anchor": "99-finance-cooperation-and-institutional-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-99-b001", "type": "PARAGRAPH", "text": "Education transformation requires predictable domestic public resources and international cooperation aligned with national need. Commitments, pledges, receipts, expenditure and learner-facing delivery should remain distinct. External support should strengthen ordinary institutions, data and professional capability and should disclose duration and transition.", "citationIds": [ "REF-26", "REF-43" ] }, { "id": "sec-iceqc-r-2024-08-99-b002", "type": "PARAGRAPH", "text": "Future-oriented investment should not displace urgent present entitlements. Infrastructure, technology and innovation require teachers, maintenance, accessibility, governance and evidence of educational purpose. A capital commitment without recurrent capacity can create an unusable or unequal service.", "citationIds": [ "REF-22", "REF-44" ] } ] }, { "id": "sec-iceqc-r-2024-08-100", "partId": "part-iceqc-r-2024-08-xxv", "parentId": null, "number": "100", "title": "Review and temporal boundary", "anchor": "100-review-and-temporal-boundary", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2024-08-100-b001", "type": "PARAGRAPH", "text": "The first review should concern readiness: whether the education implications were mapped, competent authorities assigned, resources identified and participation established. Later review should follow operation, reach, distribution and educational consequence. Global reporting should not aggregate away populations that remain outside national evidence.", "citationIds": [ "REF-02", "REF-44" ] }, { "id": "sec-iceqc-r-2024-08-100-b002", "type": "PARAGRAPH", "text": "As at 9 November 2024, the Pact and the 2024/5 Global Education Monitoring Report on leadership were available. The defensible contemporary judgement is whether institutions converted the Pact's education commitments into authorised, financed and reviewable public action while preserving existing rights and the complete Education 2030 agenda.", "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 Director-General's Opening Remarks at the Media Briefing on COVID-19 — 11 March 2020", "year": 2020, "publicationDate": "2020-03-11", "sourceType": "WHO_OFFICIAL_STATEMENT", "url": "https://www.who.int/news-room/speeches/item/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020", "evidenceRole": "Contemporaneous characterization of COVID-19 as a pandemic and call for comprehensive national action." }, { "id": "REF-39", "authoringBody": "United Nations", "title": "Shared Responsibility, Global Solidarity: Responding to the Socio-Economic Impacts of COVID-19", "year": 2020, "publicationDate": "2020-03-31", "sourceType": "UNITED_NATIONS_POLICY_REPORT", "url": "https://unsdg.un.org/resources/shared-responsibility-global-solidarity-responding-socio-economic-impacts-covid-19", "evidenceRole": "Contemporaneous United Nations account of social and economic disruption and the need for rights-respecting coordinated action." }, { "id": "REF-40", "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": "United Nations General Assembly", "title": "Pact for the Future, Global Digital Compact and Declaration on Future Generations — Resolution 79/1", "year": 2024, "publicationDate": "2024-09-22", "sourceType": "UNITED_NATIONS_RESOLUTION", "url": "https://undocs.org/A/RES/79/1", "evidenceRole": "Pact adopted within the cutoff, interpreted for its education, youth, future-generations, financing and international-cooperation commitments without later implementation results." } ], "readerNodes": [ { "id": "part-iceqc-r-2024-08-i", "nodeType": "PART", "parentId": null, "number": "I", "title": "The accountability chain", "anchor": "part-i-the-accountability-chain", "sortOrder": 1 }, { "id": "sec-iceqc-r-2024-08-1", "nodeType": "SECTION", "parentId": "part-iceqc-r-2024-08-i", "number": "1", 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