{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2025-11", "slug": "operational-guidance-fair-qualification-recognition-global-convention", "documentNumber": "ICEQC-R-2025-11", "title": "Operational Guidance for Fair Qualification Recognition under the Global Convention", "subtitle": "Standards interpretation for access, evidence, substantial difference, reasons, timelines, review and remedy", "family": "RESEARCH", "reportType": "THEMATIC_RESEARCH_REPORT", "researchCategory": "STANDARDS_INTERPRETATION", "reportArchetype": "STANDARDS_INTERPRETIVE_STUDY", "geographicScope": "Global", "ownerBody": "ICEQC Research and Policy Directorate", "publisher": "International Council for Education Quality Certification (ICEQC)", "publicIdentity": "ICEQC_ONLY" }, "version": { "id": "ver-iceqc-r-2025-11-en-2025-11-10", "edition": "2025", "versionLabel": "Published 2025-11-10", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2025-11-10", "evidenceCutoffDate": "2025-11-10", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "Fair qualification recognition requires an accessible, transparent, timely and reviewable service. The Global Convention establishes the international framework; operational guidance available on the cutoff date supports implementation. Neither instrument predetermines every decision. Competent authorities must apply applicable law, examine evidence and provide reasons." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2025-11", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 26000, "suggestedTechnicalAnnexWords": 0, "suggestedTotalWords": 26000, "actualMainTextWords": 27149, "actualTechnicalAnnexWords": 0, "actualTotalWords": 27149 }, "frontMatter": { "executiveSummary": [ "Fair qualification recognition requires an accessible, transparent, timely and reviewable service. The Global Convention establishes the international framework; operational guidance available on the cutoff date supports implementation. Neither instrument predetermines every decision. Competent authorities must apply applicable law, examine evidence and provide reasons.", "Applicants should receive clear information on authority, criteria, documents, fees, ordinary timelines, possible outcomes, review and data use. Requirements should be necessary and proportionate to the decision. Information should be accessible and available before submission where practicable.", "The authority should identify the qualification, awarding body, level, workload, learning outcomes, quality-assurance status and purpose for which recognition is sought. Differences should be examined in relation to that purpose. Mere difference is not necessarily substantial difference.", "The burden of demonstrating a substantial difference should be applied consistently with the Convention and applicable law. Reasons should identify the material evidence, relevant criterion, difference found and consequence. Formulaic refusal does not support understanding or review.", "Incomplete or unavailable documentation requires a fair evidence strategy, especially for refugees, displaced persons and people affected by institutional closure or conflict. Alternative evidence may include verified records, institutional confirmation, prior learning, interview or examination where lawful and appropriate. Reduced documentation is not reduced scrutiny; it is proportionate scrutiny using available evidence.", "Timeliness should be measured from a defined point and should distinguish applicant waiting time, authority assessment time and time awaiting third-party verification. Paused cases should not disappear from public reporting. Applicants should be told what is outstanding and what alternative route is available.", "Outcomes may include full recognition, partial recognition, recognition for a specified purpose, compensatory requirements or refusal where permitted. A partial outcome should state what is recognized, what remains and the route forward. Requirements should be proportionate to the substantial difference identified.", "Review should be functionally independent enough to reconsider evidence and reasoning. Applicants need understandable decisions, a deadline and method for review, and information on further remedy. Correction of systemic error should extend beyond the individual case where others may be affected." ], "keyFindings": [ "The New York Declaration is an adopted commitment as at the cut-off, not evidence of later delivery.", "Education continuity joins admission, placement, learning support, progression and recognition.", "Status and documentation rules should not create education barriers beyond applicable law.", "Assessment should enable appropriate placement rather than delay entry.", "Language support should accompany participation and consequential communication.", "Learner records require continuity, minimisation, controlled access and a reconstruction route.", "Capacity planning should serve both new arrivals and host communities under common standards.", "Coordination should identify the authority responsible for every consequential decision.", "Teachers require professional support and should not assume specialist protection or health roles.", "Monitoring should expose waiting time, participation, progression, learning and recognition." ], "scopeAndMethod": [] }, "parts": [ { "id": "part-iceqc-r-2025-11-i", "number": "I", "title": "Interpreting continuity as a public duty", "anchor": "part-i-interpreting-continuity-as-a-public-duty", "sectionIds": [ "sec-iceqc-r-2025-11-1", "sec-iceqc-r-2025-11-2", "sec-iceqc-r-2025-11-3", "sec-iceqc-r-2025-11-4", "sec-iceqc-r-2025-11-5" ] }, { "id": "part-iceqc-r-2025-11-ii", "number": "II", "title": "Continuity across institutions and time", "anchor": "part-ii-continuity-across-institutions-and-time", "sectionIds": [ "sec-iceqc-r-2025-11-6", "sec-iceqc-r-2025-11-7", "sec-iceqc-r-2025-11-8", "sec-iceqc-r-2025-11-9" ] }, { "id": "part-iceqc-r-2025-11-iii", "number": "III", "title": "Capacity and shared responsibility", "anchor": "part-iii-capacity-and-shared-responsibility", "sectionIds": [ "sec-iceqc-r-2025-11-10", "sec-iceqc-r-2025-11-11", "sec-iceqc-r-2025-11-12", "sec-iceqc-r-2025-11-13" ] }, { "id": "part-iceqc-r-2025-11-iv", "number": "IV", "title": "Evidence, accountability and correction", "anchor": "part-iv-evidence-accountability-and-correction", "sectionIds": [ "sec-iceqc-r-2025-11-14", "sec-iceqc-r-2025-11-15", "sec-iceqc-r-2025-11-16", "sec-iceqc-r-2025-11-17", "sec-iceqc-r-2025-11-18" ] }, { "id": "part-iceqc-r-2025-11-i", "number": "I", "title": "Mandate and shared governance", "anchor": "part-i-mandate-and-shared-governance", "sectionIds": [ "sec-iceqc-r-2025-11-1", "sec-iceqc-r-2025-11-2", "sec-iceqc-r-2025-11-3", "sec-iceqc-r-2025-11-4", "sec-iceqc-r-2025-11-5", "sec-iceqc-r-2025-11-6", "sec-iceqc-r-2025-11-7", "sec-iceqc-r-2025-11-8", "sec-iceqc-r-2025-11-9", "sec-iceqc-r-2025-11-10" ] }, { "id": "part-iceqc-r-2025-11-ii", "number": "II", "title": "Population and access", "anchor": "part-ii-population-and-access", "sectionIds": [ "sec-iceqc-r-2025-11-11", "sec-iceqc-r-2025-11-12", "sec-iceqc-r-2025-11-13", "sec-iceqc-r-2025-11-14", "sec-iceqc-r-2025-11-15", "sec-iceqc-r-2025-11-16", "sec-iceqc-r-2025-11-17", "sec-iceqc-r-2025-11-18", "sec-iceqc-r-2025-11-19", "sec-iceqc-r-2025-11-20" ] }, { "id": "part-iceqc-r-2025-11-iii", "number": "III", "title": "Shared outcomes and service boundaries", "anchor": "part-iii-shared-outcomes-and-service-boundaries", "sectionIds": [ "sec-iceqc-r-2025-11-21", "sec-iceqc-r-2025-11-22", "sec-iceqc-r-2025-11-23", "sec-iceqc-r-2025-11-24", "sec-iceqc-r-2025-11-25", "sec-iceqc-r-2025-11-26", "sec-iceqc-r-2025-11-27", "sec-iceqc-r-2025-11-28", "sec-iceqc-r-2025-11-29", "sec-iceqc-r-2025-11-30" ] }, { "id": "part-iceqc-r-2025-11-iv", "number": "IV", "title": "Identification and referral", "anchor": "part-iv-identification-and-referral", "sectionIds": [ "sec-iceqc-r-2025-11-31", "sec-iceqc-r-2025-11-32", "sec-iceqc-r-2025-11-33", "sec-iceqc-r-2025-11-34", "sec-iceqc-r-2025-11-35", "sec-iceqc-r-2025-11-36", "sec-iceqc-r-2025-11-37", "sec-iceqc-r-2025-11-38", "sec-iceqc-r-2025-11-39", "sec-iceqc-r-2025-11-40" ] }, { "id": "part-iceqc-r-2025-11-v", "number": "V", "title": "Health and readiness to learn", "anchor": "part-v-health-and-readiness-to-learn", "sectionIds": [ "sec-iceqc-r-2025-11-41", "sec-iceqc-r-2025-11-42", "sec-iceqc-r-2025-11-43", "sec-iceqc-r-2025-11-44", "sec-iceqc-r-2025-11-45", "sec-iceqc-r-2025-11-46", "sec-iceqc-r-2025-11-47", "sec-iceqc-r-2025-11-48", "sec-iceqc-r-2025-11-49", "sec-iceqc-r-2025-11-50" ] }, { "id": "part-iceqc-r-2025-11-vi", "number": "VI", "title": "Safeguarding and protection", "anchor": "part-vi-safeguarding-and-protection", "sectionIds": [ "sec-iceqc-r-2025-11-51", "sec-iceqc-r-2025-11-52", "sec-iceqc-r-2025-11-53", "sec-iceqc-r-2025-11-54", "sec-iceqc-r-2025-11-55", "sec-iceqc-r-2025-11-56", "sec-iceqc-r-2025-11-57", "sec-iceqc-r-2025-11-58", "sec-iceqc-r-2025-11-59", "sec-iceqc-r-2025-11-60" ] }, { "id": "part-iceqc-r-2025-11-vii", "number": "VII", "title": "Nutrition, water and sanitation", "anchor": "part-vii-nutrition-water-and-sanitation", "sectionIds": [ "sec-iceqc-r-2025-11-61", "sec-iceqc-r-2025-11-62", "sec-iceqc-r-2025-11-63", "sec-iceqc-r-2025-11-64", "sec-iceqc-r-2025-11-65", "sec-iceqc-r-2025-11-66", "sec-iceqc-r-2025-11-67", "sec-iceqc-r-2025-11-68", "sec-iceqc-r-2025-11-69", "sec-iceqc-r-2025-11-70" ] }, { "id": "part-iceqc-r-2025-11-viii", "number": "VIII", "title": "Teachers and frontline personnel", "anchor": "part-viii-teachers-and-frontline-personnel", "sectionIds": [ "sec-iceqc-r-2025-11-71", "sec-iceqc-r-2025-11-72", "sec-iceqc-r-2025-11-73", "sec-iceqc-r-2025-11-74", "sec-iceqc-r-2025-11-75", "sec-iceqc-r-2025-11-76", "sec-iceqc-r-2025-11-77", "sec-iceqc-r-2025-11-78", "sec-iceqc-r-2025-11-79", "sec-iceqc-r-2025-11-80" ] }, { "id": "part-iceqc-r-2025-11-ix", "number": "IX", "title": "Information and privacy", "anchor": "part-ix-information-and-privacy", "sectionIds": [ "sec-iceqc-r-2025-11-81", "sec-iceqc-r-2025-11-82", "sec-iceqc-r-2025-11-83", "sec-iceqc-r-2025-11-84", "sec-iceqc-r-2025-11-85", "sec-iceqc-r-2025-11-86", "sec-iceqc-r-2025-11-87", "sec-iceqc-r-2025-11-88", "sec-iceqc-r-2025-11-89", "sec-iceqc-r-2025-11-90" ] }, { "id": "part-iceqc-r-2025-11-x", "number": "X", "title": "Finance and service capacity", "anchor": "part-x-finance-and-service-capacity", "sectionIds": [ "sec-iceqc-r-2025-11-91", "sec-iceqc-r-2025-11-92", "sec-iceqc-r-2025-11-93", "sec-iceqc-r-2025-11-94", "sec-iceqc-r-2025-11-95", "sec-iceqc-r-2025-11-96", "sec-iceqc-r-2025-11-97", "sec-iceqc-r-2025-11-98", "sec-iceqc-r-2025-11-99", "sec-iceqc-r-2025-11-100" ] }, { "id": "part-iceqc-r-2025-11-xi", "number": "XI", "title": "Participation and communication", "anchor": "part-xi-participation-and-communication", "sectionIds": [ "sec-iceqc-r-2025-11-101", "sec-iceqc-r-2025-11-102", "sec-iceqc-r-2025-11-103", "sec-iceqc-r-2025-11-104", "sec-iceqc-r-2025-11-105", "sec-iceqc-r-2025-11-106", "sec-iceqc-r-2025-11-107", "sec-iceqc-r-2025-11-108", "sec-iceqc-r-2025-11-109", "sec-iceqc-r-2025-11-110" ] }, { "id": "part-iceqc-r-2025-11-xii", "number": "XII", "title": "Continuity, emergency and improvement", "anchor": "part-xii-continuity-emergency-and-improvement", "sectionIds": [ "sec-iceqc-r-2025-11-111", "sec-iceqc-r-2025-11-112", "sec-iceqc-r-2025-11-113", "sec-iceqc-r-2025-11-114", "sec-iceqc-r-2025-11-115", "sec-iceqc-r-2025-11-116", "sec-iceqc-r-2025-11-117", "sec-iceqc-r-2025-11-118", "sec-iceqc-r-2025-11-119", "sec-iceqc-r-2025-11-120" ] }, { "id": "part-iceqc-r-2025-11-xiii", "number": "XIII", "title": "Conclusions", "anchor": "part-xiii-conclusions", "sectionIds": [ "sec-iceqc-r-2025-11-121", "sec-iceqc-r-2025-11-122", "sec-iceqc-r-2025-11-123" ] }, { "id": "part-iceqc-r-2025-11-xiv", "number": "XIV", "title": "Fair recognition under a global framework", "anchor": "part-xiv-fair-recognition-under-a-global-framework", "sectionIds": [ "sec-iceqc-r-2025-11-124", "sec-iceqc-r-2025-11-125", "sec-iceqc-r-2025-11-126", "sec-iceqc-r-2025-11-127", "sec-iceqc-r-2025-11-128" ] } ], "sections": [ { "id": "sec-iceqc-r-2025-11-1", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "1", "title": "Admission without avoidable delay", "anchor": "1-admission-without-avoidable-delay", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-1-b001", "type": "PARAGRAPH", "text": "Admission is the first observable education duty. The responsible authority should publish rules that institutions can apply consistently and families can understand. Rules should identify age range, level, place of application, required information, alternatives and decision time. A central contact should resolve questions that a school cannot lawfully decide.", "citationIds": [ "REF-03", "REF-07", "REF-33" ] }, { "id": "sec-iceqc-r-2025-11-1-b002", "type": "PARAGRAPH", "text": "Delay should be measured from the first request or official identification of need, not from the date an institution completes its own record. Authorities should record reasons for delay: no place, missing document, status referral, language assessment, transport, safeguarding or family decision. Different reasons require different correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-1-b003", "type": "PARAGRAPH", "text": "Immediate educational arrangements may be necessary while final placement is settled. Such arrangements should have a clear standard, qualified staff and an end point. They should not reset the admission clock or permit a child to remain outside recognised learning without review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-2", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "2", "title": "Documentation and identity", "anchor": "2-documentation-and-identity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-2-b001", "type": "PARAGRAPH", "text": "Education authorities need enough information to enrol and protect a learner, but documentation requirements should be proportionate. Birth certificates, prior school records and proof of address may be unavailable because of flight, loss, conflict or unsettled accommodation. Instructions should name acceptable alternatives and the authority competent to resolve identity questions.", "citationIds": [ "REF-07", "REF-33" ] }, { "id": "sec-iceqc-r-2025-11-2-b002", "type": "PARAGRAPH", "text": "Provisional enrolment can protect continuity while a record is clarified. The record should distinguish verified information, learner or family account and institutional assessment. Later correction should remain possible without treating good-faith uncertainty as misconduct.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-2-b003", "type": "PARAGRAPH", "text": "Collection should avoid information unnecessary to education. Status information may require stricter access than attendance or achievement. Staff should understand which disclosures are authorised, especially when several agencies share premises or information systems.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-3", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "3", "title": "Placement and prior learning", "anchor": "3-placement-and-prior-learning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-3-b001", "type": "PARAGRAPH", "text": "Placement should seek the level at which a learner can participate and progress with support. Age, previous curriculum, interruption, language and demonstrated learning all matter. A single test may be unreliable where the learner is unfamiliar with language, format or conditions.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2025-11-3-b002", "type": "PARAGRAPH", "text": "Authorities should issue guidance on assessment purpose, competence, interpretation and review. Teachers need access to the result in a form that informs instruction. A decision placing a learner outside the ordinary age range should state its educational reason and be reviewed promptly.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-3-b003", "type": "PARAGRAPH", "text": "Recognition of prior learning supports continuity across institutions and borders. Where exact equivalence is unavailable, bridging arrangements should preserve the route to a recognised qualification. The burden of institutional incompatibility should not fall wholly on the learner.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-4", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "4", "title": "Language and communication", "anchor": "4-language-and-communication", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-4-b001", "type": "PARAGRAPH", "text": "Language is simultaneously a learning resource, a medium of instruction and a condition of institutional access. Initial language need should lead to support, not refusal. The model may include additional instruction, bilingual assistance, adapted materials and teacher development, subject to available evidence and national arrangements.", "citationIds": [ "REF-04", "REF-10" ] }, { "id": "sec-iceqc-r-2025-11-4-b002", "type": "PARAGRAPH", "text": "Families need intelligible information about admission, attendance, curriculum, assessment, support, safeguarding and complaint. Consequential communication may require qualified interpretation. Reliance on children can distort meaning and expose information that should remain between adults.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-4-b003", "type": "PARAGRAPH", "text": "Language learning should not isolate learners indefinitely from the wider curriculum. Authorities should examine participation in subjects, peer interaction and access to assessment. Support should adapt as capability develops and should not become a fixed label.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-5", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "5", "title": "Participation and belonging", "anchor": "5-participation-and-belonging", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-5-b001", "type": "PARAGRAPH", "text": "Physical placement does not establish inclusion. Timetable access, materials, extracurricular activity, meals, transport, peer relations and freedom from harassment shape participation. Institutions should identify barriers through attendance, learner evidence and family communication.", "citationIds": [ "REF-04", "REF-05" ] }, { "id": "sec-iceqc-r-2025-11-5-b002", "type": "PARAGRAPH", "text": "Belonging cannot be required as cultural assimilation. Education should uphold common rights and enable participation while respecting identity and language within applicable standards. Curriculum and institutional communication should avoid portraying refugee or migrant learners only through vulnerability.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-5-b003", "type": "PARAGRAPH", "text": "Discipline and attendance responses require attention to displacement, housing, health and transport without lowering protection or learning expectations. Correction should address the cause and preserve the learner's continuing connection to education.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-6", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "6", "title": "The learner continuity record", "anchor": "6-the-learner-continuity-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-6-b001", "type": "PARAGRAPH", "text": "A continuity record should join the minimum information needed for admission, placement, support, progression and recognition. It should be transferable between authorised institutions and understandable to the learner and family. The record is not a dossier of every agency contact.", "citationIds": [ "REF-06", "REF-12" ] }, { "id": "sec-iceqc-r-2025-11-6-b002", "type": "PARAGRAPH", "text": "Authorities should define ownership, correction, retention and disclosure. The learner should not lose recognised achievement because an institution closes or a family moves. Paper and electronic arrangements both require controlled alternatives during disruption.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-6-b003", "type": "PARAGRAPH", "text": "Aggregate reporting can derive from individual records only under appropriate safeguards. Public statistics should not expose rare combinations of status, location and age. Data quality concerns should remain visible rather than resolved by excluding uncertain cases.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-7", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "7", "title": "Transition between levels", "anchor": "7-transition-between-levels", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-7-b001", "type": "PARAGRAPH", "text": "Continuity extends beyond initial entry. Learners need clear rules for promotion, examinations, certification and transition to further education or training. Language support or provisional status should not silently bar them from an otherwise available route.", "citationIds": [ "REF-08", "REF-13" ] }, { "id": "sec-iceqc-r-2025-11-7-b002", "type": "PARAGRAPH", "text": "Transition planning should begin before the end of a level. Institutions should identify prerequisites, deadlines, fees, documentation and support. Where a national examination is required, preparation and reasonable arrangements should preserve the standard while preventing avoidable exclusion.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-7-b003", "type": "PARAGRAPH", "text": "Unrecognised completion creates a serious continuity failure. Temporary education providers should connect records, curriculum and assessment to a competent recognition body. Learners and families should know what a certificate permits before committing time and resources.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-8", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "8", "title": "Mobility within a country", "anchor": "8-mobility-within-a-country", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-8-b001", "type": "PARAGRAPH", "text": "Families may move because of housing, work, placement decisions or protection needs. Administrative boundaries should not erase learning. Transfer rules should identify which authority sends the record, which receives it and how attendance continues during the interval.", "citationIds": [ "REF-07" ] }, { "id": "sec-iceqc-r-2025-11-8-b002", "type": "PARAGRAPH", "text": "Funding arrangements can impede transfer where resources follow outdated registers. Authorities should reconcile entitlement, enrolment and finance promptly. Institutions should not be discouraged from admitting a learner because the corresponding allocation will arrive late.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-8-b003", "type": "PARAGRAPH", "text": "Mobile learners may repeat induction and assessment unnecessarily. A portable record and common minimum definitions can reduce this burden while leaving room for local curriculum differences. The receiving institution should review current need rather than assume that all prior support remains appropriate.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-9", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "9", "title": "Cross-border recognition", "anchor": "9-cross-border-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-9-b001", "type": "PARAGRAPH", "text": "Cross-border continuity depends on intelligible qualifications and proportionate recognition. Authorities should distinguish recognition for admission, credit, professional access and final award because each has a different consequence. The competent body and evidentiary requirements should be public.", "citationIds": [ "REF-13", "REF-14" ] }, { "id": "sec-iceqc-r-2025-11-9-b002", "type": "PARAGRAPH", "text": "Where documents cannot be verified through ordinary channels, an assessment or reconstructed account may be justified. It should state uncertainty and provide a route for later evidence. Refusal should include reasons and review rather than a bare statement of non-equivalence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-9-b003", "type": "PARAGRAPH", "text": "Regional cooperation can improve comparability and information exchange. It should not override national legal competence or create an assurance unsupported by evidence. The practical aim is a fair, timely and intelligible decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-10", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "10", "title": "Planning the entitled population", "anchor": "10-planning-the-entitled-population", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-10-b001", "type": "PARAGRAPH", "text": "Capacity planning should begin with the resident and expected population, not the capacity already visible. Refugees and migrants may be missed by school censuses, household surveys or local forecasts. Authorities should compare registration, population and service information without assuming any source is complete.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2025-11-10-b002", "type": "PARAGRAPH", "text": "Scenarios should identify teachers, rooms, materials, language support, transport and specialist services. Uncertainty should appear as a range and contingency, not as a reason to delay all provision. Local authorities need a route to request additional resources when arrivals differ from forecast.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-10-b003", "type": "PARAGRAPH", "text": "Host-community conditions belong in the same account. If services are already overcrowded, additional capacity should improve the common standard. Separate financing streams should not create visibly unequal institutions without an educational and protection justification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-11", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "11", "title": "Workforce and professional support", "anchor": "11-workforce-and-professional-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-11-b001", "type": "PARAGRAPH", "text": "Teachers carry the ordinary duty to teach a diverse class, supported by public institutions. They need manageable class size, materials, preparation and access to language and specialist advice. Professional learning should address interrupted schooling and inclusive pedagogy without assuming that every displaced learner has the same experience.", "citationIds": [ "REF-04", "REF-05" ] }, { "id": "sec-iceqc-r-2025-11-11-b002", "type": "PARAGRAPH", "text": "Recruitment of qualified refugee or migrant educators can add language and curriculum expertise where law permits. Recognition of qualifications, safeguarding checks and employment standards should remain credible. Informal reliance on unprotected voluntary labour is not a durable workforce policy.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-11-b003", "type": "PARAGRAPH", "text": "School leaders require authority to organise support and escalate gaps. They should not be held accountable for services controlled elsewhere without a documented dependency. Supervision should examine both educational quality and institutional conditions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-12", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "12", "title": "Finance and handover", "anchor": "12-finance-and-handover", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-12-b001", "type": "PARAGRAPH", "text": "Education continuity has recurrent costs. Teacher salaries, learning materials, transport, interpretation, support and maintenance cannot be sustained through capital finance alone. Plans should connect humanitarian and development resources to an authorised public budget.", "citationIds": [ "REF-15", "REF-16" ] }, { "id": "sec-iceqc-r-2025-11-12-b002", "type": "PARAGRAPH", "text": "External funding should disclose duration, conditions and unit costs. A handover should identify the receiving authority, recurrent obligation, data transfer and unresolved risk. Handover is not achieved by the end of a grant if the service disappears.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-12-b003", "type": "PARAGRAPH", "text": "Equity review should compare actual public support across learners while recognising different needs. Household costs, informal charges and travel can defeat formal free access. Financial correction should reach the barrier rather than merely increase an aggregate allocation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-13", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "13", "title": "Protection, health and psychosocial support", "anchor": "13-protection-health-and-psychosocial-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-13-b001", "type": "PARAGRAPH", "text": "Education institutions may identify protection, health or psychosocial need, but competent services should respond. Referral guidance should state triggers, consent where appropriate, receiving authority, urgent action, confirmation and follow-up.", "citationIds": [ "REF-10", "REF-11", "REF-12" ] }, { "id": "sec-iceqc-r-2025-11-13-b002", "type": "PARAGRAPH", "text": "Teachers should not be required to elicit detailed accounts of traumatic events for educational placement. Information necessary for safety and learning should be collected sensitively and shared narrowly. Support should avoid stigmatising a learner through visible labels or unnecessary separation.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-13-b003", "type": "PARAGRAPH", "text": "Where receiving capacity is absent, the referring body should maintain interim protection and escalate the gap. A completed form or transmitted message does not establish that support was received.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-14", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "14", "title": "Measures of timely access", "anchor": "14-measures-of-timely-access", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-14-b001", "type": "PARAGRAPH", "text": "Timely access requires a defined starting point and service state. Authorities should report time from request or identification to recognised educational participation, with reasons for delay. Averages should be accompanied by distributions because a small group may wait far longer.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2025-11-14-b002", "type": "PARAGRAPH", "text": "Admission, attendance and participation are distinct. A learner can be registered without attending or present without access to the full timetable. Monitoring should use institutional and learner evidence to examine the difference.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-14-b003", "type": "PARAGRAPH", "text": "Comparisons across places require common definitions and coverage. Where the responsible authority changes the definition, the public series should mark the break. Uncertain status should not remove a learner from the denominator if the educational entitlement applies.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-15", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "15", "title": "Quality and progression evidence", "anchor": "15-quality-and-progression-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-15-b001", "type": "PARAGRAPH", "text": "Quality evidence should examine teacher availability, instructional time, curriculum access, materials, support and learner experience. Learning measures can contribute where language, prior curriculum and assessment conditions are understood. A low result should not be interpreted without opportunity-to-learn evidence.", "citationIds": [ "REF-08", "REF-09" ] }, { "id": "sec-iceqc-r-2025-11-15-b002", "type": "PARAGRAPH", "text": "Progression should follow cohorts where possible and identify transfer, repetition, interruption and completion. Movement between institutions can appear as dropout when records are not linked. Authorities should distinguish a data gap from educational departure.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-15-b003", "type": "PARAGRAPH", "text": "Recognition evidence should show whether completed learning permits entry to the next level or employment route. Certificates issued outside the recognised system need a clear status. Participation in a temporary programme does not itself establish recognised progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-16", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "16", "title": "Complaint and remedy", "anchor": "16-complaint-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-16-b001", "type": "PARAGRAPH", "text": "Learners and families need accessible routes to challenge refusal, delay, placement, discrimination, unsafe conditions and failures of support. Information should be available in languages and forms that the affected population can use. Urgent education loss requires timely interim action.", "citationIds": [ "REF-01", "REF-03" ] }, { "id": "sec-iceqc-r-2025-11-16-b002", "type": "PARAGRAPH", "text": "Complaint bodies should identify competence and transfer matters without making families restart. Reasons should cite the applicable standard and evidence. Confidentiality should protect the complainant while permitting systemic learning from recurring failures.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-16-b003", "type": "PARAGRAPH", "text": "Remedy may require admission, adjusted placement, support, corrected records, recognition or restoration of missed opportunity. An aggregate programme change does not by itself remedy an individual exclusion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-17", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "17", "title": "Public reporting", "anchor": "17-public-reporting", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-17-b001", "type": "PARAGRAPH", "text": "Public reporting should distinguish commitment, capacity, delivery and result. The New York Declaration establishes a commitment available at the cut-off; it does not establish that every national education system met it. Reports should date evidence and state geographic and population coverage.", "citationIds": [ "REF-33" ] }, { "id": "sec-iceqc-r-2025-11-17-b002", "type": "PARAGRAPH", "text": "Distributional reporting should be sufficient to expose unequal access but protect identity. Small counts, unusual status and precise location may create disclosure risk. Suppression or aggregation rules should be stated so that apparent absence is not mistaken for zero.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-17-b003", "type": "PARAGRAPH", "text": "Unresolved limitations belong in the main account. Authorities should identify missing populations, uncertain estimates, unavailable services and the next correction. Credibility is strengthened by a bounded claim, not by removing adverse evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-18", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "18", "title": "National readiness review", "anchor": "18-national-readiness-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-18-b001", "type": "PARAGRAPH", "text": "A national readiness review should test whether the Declaration's education commitment can be carried through ordinary administrative decisions. It should not begin with a general statement of support. It should trace a child or young person from first contact to recognised participation and identify every point at which authority, capacity or evidence may fail. Admission rules, school-place allocation, documentation alternatives, placement, language support, transport, learner records, examination access and recognition should appear in one coherent account.", "citationIds": [ "REF-03", "REF-07", "REF-33" ] }, { "id": "sec-iceqc-r-2025-11-18-b002", "type": "PARAGRAPH", "text": "The first readiness question is whether applicable entitlement has been translated into instructions used by local offices and institutions. A national rule that is unknown, ambiguous or contradicted locally will not secure access. Authorities should review actual admission notices, forms, information for families and decision records. They should identify whether institutions seek documents not required by the governing rule, whether staff know the alternative where documents are missing and whether questions of status are referred to the competent body without suspending education unnecessarily.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b003", "type": "PARAGRAPH", "text": "The second question concerns capacity at the places where people arrive and settle. National totals do not show whether a municipality has classrooms, teachers, interpretation, transport or specialist support at the required time. Readiness evidence should therefore connect population scenarios to local service capacity and a rapid resource route. The route should state which authority can authorise additional staff, space or finance and how long that decision should take. A local waiting list without a central correction mechanism is evidence of unresolved public responsibility.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b004", "type": "PARAGRAPH", "text": "The third question is whether placement protects educational progression. Authorities should examine a sample of decisions across age, prior education and language need. The record should show what evidence was considered, which assessment was used, whether interpretation was available and when the placement will be reviewed. Disproportionate concentration of learners in lower levels, restricted programmes or unrecognised provision should trigger examination. Apparent administrative simplicity can create lasting educational delay that is difficult to repair.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b005", "type": "PARAGRAPH", "text": "Language readiness requires more than counting specialist teachers. Schools need a model describing how initial support connects to subject teaching, how progress is reviewed and how families receive consequential information. Authorities should check availability by level and location, qualifications of staff, teaching materials and time allocated. Where trained staff are scarce, interim support should be supervised and accompanied by a workforce plan. Indefinite reliance on informal interpretation should remain visible as a service limitation.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b006", "type": "PARAGRAPH", "text": "Record continuity should be tested through a simulated transfer. The sending institution should be able to identify the authorised record, verify consent or legal authority where required, transmit it securely and retain an auditable account. The receiving institution should understand the information and use it for placement and support. The test should also cover the absence of prior records, correction of disputed information and continuity during an information-system failure. Protection data should not travel merely because educational data do.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b007", "type": "PARAGRAPH", "text": "Examination and certification rules deserve separate review because exclusion may emerge only after years of participation. Authorities should identify documentation, fee, residency and curriculum requirements for each consequential assessment. Learners and families should receive notice early enough to resolve barriers. Where an exception or alternative exists, the competent decision-maker and time limit should be clear. A learner admitted to education but barred from its recognised conclusion has not received full continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b008", "type": "PARAGRAPH", "text": "Safeguarding readiness should map referral and receiving capacity. Institutions need contact details, urgent routes and guidance on information. Reviewers should verify whether referrals are acknowledged, whether delay is recorded and what interim protection is available. Counts of referrals can increase because need is identified better or because conditions worsen; interpretation requires response and outcome evidence. Teachers should receive supervision without being asked to assume clinical, legal or migration authority.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b009", "type": "PARAGRAPH", "text": "Financial readiness should distinguish immediate and recurrent obligations. A temporary allocation may create places quickly, but teacher employment, transport, language instruction, materials and record administration continue. The budget account should show the public body that carries each obligation after exceptional funding ends. Cost comparisons should use equivalent service definitions and include household burdens. An arrangement that appears inexpensive because families provide transport, interpretation or materials may be inequitable and unstable.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b010", "type": "PARAGRAPH", "text": "Participation in readiness review should reach those who encounter the arrangements. Learners and families can identify unclear information, delay, stigma and practical barriers; teachers and local officers can identify contradictory duties and unavailable services. Evidence should be gathered safely and should not make continued access dependent on participation. Consultation findings require an authorised response stating what will change, what cannot change and why.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b011", "type": "PARAGRAPH", "text": "The review should conclude with a bounded public judgement for every tested function: ready, partly ready or not ready. Each judgement should cite evidence, affected population, geographic scope and uncertainty. A partly ready function needs an interim arrangement, responsible authority, resource and review date. A not-ready function requires urgent correction and should not be concealed within an overall positive statement.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b012", "type": "PARAGRAPH", "text": "Readiness is not a permanent status. Arrivals, movement, housing and service capacity change. Authorities should establish thresholds that trigger renewed review, such as waiting time, class size, support caseload, unplaced learners or record delays. Thresholds should lead to decisions rather than merely additional reporting. The purpose is to preserve continuity under changing conditions while keeping the public duty visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b013", "type": "PARAGRAPH", "text": "Finally, national review should remain connected to international shared responsibility. Comparable information on population, capacity, finance and unmet need can support cooperation, but it should be drawn from a credible national account. External assistance should answer an identified gap and strengthen the continuing service. The Declaration's shared commitment is most credible where national institutions can state both what they provide and what additional support is required, without transferring accountability for entitled learners.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-1", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "1", "title": "Improvement proposition", "anchor": "1-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-1-b001", "type": "PARAGRAPH", "text": "The relevant service is the lawful roles of education, health, protection and other bodies in securing learner participation. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [ "REF-01" ] } ] }, { "id": "sec-iceqc-r-2025-11-2", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "2", "title": "Mandate", "anchor": "2-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-2-b001", "type": "PARAGRAPH", "text": "In mandate and shared governance, cross-sector coordination should secure the lawful roles of education, health, protection and other bodies in securing learner participation. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should therefore define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-2-b002", "type": "PARAGRAPH", "text": "The mandate test asks which body has authority and duty for the decision. Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-2-b003", "type": "PARAGRAPH", "text": "Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-3", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "3", "title": "Minimum service", "anchor": "3-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-3-b001", "type": "PARAGRAPH", "text": "Minimum service is material because the lawful roles of education, health, protection and other bodies in securing learner participation cannot be inferred from a memorandum or coordination structure. In this domain, coordination can be described broadly while no body owns a consequential decision. The immediate improvement response is to define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-3-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-3-b003", "type": "PARAGRAPH", "text": "Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-4", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "4", "title": "Pathway", "anchor": "4-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-4-b001", "type": "PARAGRAPH", "text": "The protected public interest in mandate and shared governance concerns the lawful roles of education, health, protection and other bodies in securing learner participation. If coordination can be described broadly while no body owns a consequential decision, shared action can produce a gap rather than an integrated response. The required course is to define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-4-b002", "type": "PARAGRAPH", "text": "Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-4-b003", "type": "PARAGRAPH", "text": "Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-5", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "5", "title": "Equity", "anchor": "5-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-5-b001", "type": "PARAGRAPH", "text": "Planning for mandate and shared governance should begin with the lawful roles of education, health, protection and other bodies in securing learner participation. A foreseeable failure arises where coordination can be described broadly while no body owns a consequential decision. Participating bodies should define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-5-b002", "type": "PARAGRAPH", "text": "The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-5-b003", "type": "PARAGRAPH", "text": "The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-6", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "6", "title": "Capacity", "anchor": "6-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-6-b001", "type": "PARAGRAPH", "text": "Mandate and shared governance requires explicit improvement control because it concerns the lawful roles of education, health, protection and other bodies in securing learner participation. The risk is that coordination can be described broadly while no body owns a consequential decision. A competent body should define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-6-b002", "type": "PARAGRAPH", "text": "Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-6-b003", "type": "PARAGRAPH", "text": "Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-7", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "7", "title": "Evidence", "anchor": "7-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-7-b001", "type": "PARAGRAPH", "text": "The public purpose of mandate and shared governance is the credible provision of the lawful roles of education, health, protection and other bodies in securing learner participation. Where coordination can be described broadly while no body owns a consequential decision, institutional reporting can overstate both reach and protection. Authorities should define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-7-b002", "type": "PARAGRAPH", "text": "For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-7-b003", "type": "PARAGRAPH", "text": "The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-8", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "8", "title": "Protection", "anchor": "8-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-8-b001", "type": "PARAGRAPH", "text": "Applied to mandate and shared governance, this requirement has a distinct coordination consequence. In mandate and shared governance, cross-sector coordination should secure the lawful roles of education, health, protection and other bodies in securing learner participation. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should therefore define primary duties, shared tasks, deputies, escalation and review. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-8-b002", "type": "PARAGRAPH", "text": "The protection test asks which safety, privacy and professional boundaries govern action. Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-8-b003", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-9", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "9", "title": "Monitoring", "anchor": "9-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-9-b001", "type": "PARAGRAPH", "text": "Monitoring is material because the lawful roles of education, health, protection and other bodies in securing learner participation cannot be inferred from a memorandum or coordination structure. In this domain, coordination can be described broadly while no body owns a consequential decision. The immediate improvement response is to define primary duties, shared tasks, deputies, escalation and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-9-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-9-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-10", "partId": "part-iceqc-r-2025-11-i", "parentId": null, "number": "10", "title": "Review", "anchor": "10-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-10-b001", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. The protected public interest in mandate and shared governance concerns the lawful roles of education, health, protection and other bodies in securing learner participation. If coordination can be described broadly while no body owns a consequential decision, shared action can produce a gap rather than an integrated response. The required course is to define primary duties, shared tasks, deputies, escalation and review. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-10-b002", "type": "PARAGRAPH", "text": "Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-10-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to mandate and shared governance, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-11", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "11", "title": "Improvement proposition", "anchor": "11-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-11-b001", "type": "PARAGRAPH", "text": "The relevant service is the learners and communities requiring connected services and the barriers affecting their use. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should combine sources and state coverage, uncertainty and practical access.", "citationIds": [ "REF-02" ] } ] }, { "id": "sec-iceqc-r-2025-11-12", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "12", "title": "Mandate", "anchor": "12-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-12-b001", "type": "PARAGRAPH", "text": "Population and access requires explicit improvement control because it concerns the learners and communities requiring connected services and the barriers affecting their use. The risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. A competent body should combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-12-b002", "type": "PARAGRAPH", "text": "Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-12-b003", "type": "PARAGRAPH", "text": "Applied to population and access, this requirement has a distinct coordination consequence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-13", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "13", "title": "Minimum service", "anchor": "13-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-13-b001", "type": "PARAGRAPH", "text": "The public purpose of population and access is the credible provision of the learners and communities requiring connected services and the barriers affecting their use. Where provider and school lists can omit displaced, disabled, remote and previously excluded learners, institutional reporting can overstate both reach and protection. Authorities should combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-13-b002", "type": "PARAGRAPH", "text": "For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-13-b003", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to population and access, this requirement has a distinct coordination consequence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-14", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "14", "title": "Pathway", "anchor": "14-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-14-b001", "type": "PARAGRAPH", "text": "In population and access, cross-sector coordination should secure the learners and communities requiring connected services and the barriers affecting their use. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should therefore combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-14-b002", "type": "PARAGRAPH", "text": "The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-14-b003", "type": "PARAGRAPH", "text": "Within population and access, the principle bears on the service pathway described in this part. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-15", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "15", "title": "Equity", "anchor": "15-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-15-b001", "type": "PARAGRAPH", "text": "Equity is material because the learners and communities requiring connected services and the barriers affecting their use cannot be inferred from a memorandum or coordination structure. In this domain, provider and school lists can omit displaced, disabled, remote and previously excluded learners. The immediate improvement response is to combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-15-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-15-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Within population and access, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-16", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "16", "title": "Capacity", "anchor": "16-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-16-b001", "type": "PARAGRAPH", "text": "The protected public interest in population and access concerns the learners and communities requiring connected services and the barriers affecting their use. If provider and school lists can omit displaced, disabled, remote and previously excluded learners, shared action can produce a gap rather than an integrated response. The required course is to combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-16-b002", "type": "PARAGRAPH", "text": "Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-16-b003", "type": "PARAGRAPH", "text": "At the point of service, Within population and access, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-17", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "17", "title": "Evidence", "anchor": "17-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-17-b001", "type": "PARAGRAPH", "text": "Planning for population and access should begin with the learners and communities requiring connected services and the barriers affecting their use. A foreseeable failure arises where provider and school lists can omit displaced, disabled, remote and previously excluded learners. Participating bodies should combine sources and state coverage, uncertainty and practical access.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-17-b002", "type": "PARAGRAPH", "text": "The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-17-b003", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to population and access, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-18", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "18", "title": "Protection", "anchor": "18-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-18-b001", "type": "PARAGRAPH", "text": "For a documented correction, Applied to population and access, this requirement has a distinct coordination consequence. Population and access requires explicit improvement control because it concerns the learners and communities requiring connected services and the barriers affecting their use. The risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. A competent body should combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b002", "type": "PARAGRAPH", "text": "Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-18-b003", "type": "PARAGRAPH", "text": "Within an authorised local response, Within population and access, the principle bears on the service pathway described in this part. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-19", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "19", "title": "Monitoring", "anchor": "19-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-19-b001", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Applied to population and access, this requirement has a distinct coordination consequence. The public purpose of population and access is the credible provision of the learners and communities requiring connected services and the barriers affecting their use. Where provider and school lists can omit displaced, disabled, remote and previously excluded learners, institutional reporting can overstate both reach and protection. Authorities should combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-19-b002", "type": "PARAGRAPH", "text": "For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-19-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Within population and access, the principle bears on the service pathway described in this part. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-20", "partId": "part-iceqc-r-2025-11-ii", "parentId": null, "number": "20", "title": "Review", "anchor": "20-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-20-b001", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Applied to population and access, this requirement has a distinct coordination consequence. In population and access, cross-sector coordination should secure the learners and communities requiring connected services and the barriers affecting their use. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should therefore combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-20-b002", "type": "PARAGRAPH", "text": "The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-20-b003", "type": "PARAGRAPH", "text": "For population and access, the authority should test this safeguard against learner and receiving-service evidence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-21", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "21", "title": "Improvement proposition", "anchor": "21-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-21-b001", "type": "PARAGRAPH", "text": "The relevant service is the education, health and protection conditions each body is expected to influence. The principal risk is that a common goal can blur professional competence or make every result a joint responsibility. Authorities should state outcomes, contribution, decision rights and limits.", "citationIds": [ "REF-03" ] } ] }, { "id": "sec-iceqc-r-2025-11-22", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "22", "title": "Mandate", "anchor": "22-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-22-b001", "type": "PARAGRAPH", "text": "The protected public interest in shared outcomes and service boundaries concerns the education, health and protection conditions each body is expected to influence. If a common goal can blur professional competence or make every result a joint responsibility, shared action can produce a gap rather than an integrated response. The required course is to state outcomes, contribution, decision rights and limits.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-22-b002", "type": "PARAGRAPH", "text": "Under mandate, review concerns which body has authority and duty for the decision. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-22-b003", "type": "PARAGRAPH", "text": "For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-23", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "23", "title": "Minimum service", "anchor": "23-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-23-b001", "type": "PARAGRAPH", "text": "Planning for shared outcomes and service boundaries should begin with the education, health and protection conditions each body is expected to influence. A foreseeable failure arises where a common goal can blur professional competence or make every result a joint responsibility. Participating bodies should state outcomes, contribution, decision rights and limits.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-23-b002", "type": "PARAGRAPH", "text": "The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-23-b003", "type": "PARAGRAPH", "text": "Within shared outcomes and service boundaries, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-24", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "24", "title": "Pathway", "anchor": "24-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-24-b001", "type": "PARAGRAPH", "text": "Shared outcomes and service boundaries requires explicit improvement control because it concerns the education, health and protection conditions each body is expected to influence. The risk is that a common goal can blur professional competence or make every result a joint responsibility. A competent body should state outcomes, contribution, decision rights and limits.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-24-b002", "type": "PARAGRAPH", "text": "Review of pathway should determine how a learner moves from identification through response and follow-up. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-24-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-25", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "25", "title": "Equity", "anchor": "25-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-25-b001", "type": "PARAGRAPH", "text": "The public purpose of shared outcomes and service boundaries is the credible provision of the education, health and protection conditions each body is expected to influence. Where a common goal can blur professional competence or make every result a joint responsibility, institutional reporting can overstate both reach and protection. Authorities should state outcomes, contribution, decision rights and limits.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-25-b002", "type": "PARAGRAPH", "text": "For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-25-b003", "type": "PARAGRAPH", "text": "For institutional follow-through, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-26", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "26", "title": "Capacity", "anchor": "26-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-26-b001", "type": "PARAGRAPH", "text": "In shared outcomes and service boundaries, cross-sector coordination should secure the education, health and protection conditions each body is expected to influence. The principal risk is that a common goal can blur professional competence or make every result a joint responsibility. Authorities should therefore state outcomes, contribution, decision rights and limits.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-26-b002", "type": "PARAGRAPH", "text": "The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The record should identify population, service, authority, status and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-26-b003", "type": "PARAGRAPH", "text": "Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-27", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "27", "title": "Evidence", "anchor": "27-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-27-b001", "type": "PARAGRAPH", "text": "Evidence is material because the education, health and protection conditions each body is expected to influence cannot be inferred from a memorandum or coordination structure. In this domain, a common goal can blur professional competence or make every result a joint responsibility. The immediate improvement response is to state outcomes, contribution, decision rights and limits.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-27-b002", "type": "PARAGRAPH", "text": "A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-27-b003", "type": "PARAGRAPH", "text": "At the next review decision, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-28", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "28", "title": "Protection", "anchor": "28-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-28-b001", "type": "PARAGRAPH", "text": "With the affected population in view, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. The protected public interest in shared outcomes and service boundaries concerns the education, health and protection conditions each body is expected to influence. If a common goal can blur professional competence or make every result a joint responsibility, shared action can produce a gap rather than an integrated response. The required course is to state outcomes, contribution, decision rights and limits. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-28-b002", "type": "PARAGRAPH", "text": "Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-28-b003", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-29", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "29", "title": "Monitoring", "anchor": "29-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-29-b001", "type": "PARAGRAPH", "text": "In the evidence available locally, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. Planning for shared outcomes and service boundaries should begin with the education, health and protection conditions each body is expected to influence. A foreseeable failure arises where a common goal can blur professional competence or make every result a joint responsibility. Participating bodies should state outcomes, contribution, decision rights and limits. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-29-b002", "type": "PARAGRAPH", "text": "The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-29-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, For shared outcomes and service boundaries, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-30", "partId": "part-iceqc-r-2025-11-iii", "parentId": null, "number": "30", "title": "Review", "anchor": "30-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-30-b001", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. Shared outcomes and service boundaries requires explicit improvement control because it concerns the education, health and protection conditions each body is expected to influence. The risk is that a common goal can blur professional competence or make every result a joint responsibility. A competent body should state outcomes, contribution, decision rights and limits. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-30-b002", "type": "PARAGRAPH", "text": "Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-30-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to shared outcomes and service boundaries, this requirement has a distinct coordination consequence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-31", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "31", "title": "Improvement proposition", "anchor": "31-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-31-b001", "type": "PARAGRAPH", "text": "The relevant service is timely recognition of need and a safe route to competent assessment or service. The principal risk is that referral can become a transfer of responsibility without confirmation that help was received. Authorities should define trigger, consent, receiving capacity, follow-up and interim protection.", "citationIds": [ "REF-04" ] } ] }, { "id": "sec-iceqc-r-2025-11-32", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "32", "title": "Mandate", "anchor": "32-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-32-b001", "type": "PARAGRAPH", "text": "In identification and referral, cross-sector coordination should secure timely recognition of need and a safe route to competent assessment or service. The principal risk is that referral can become a transfer of responsibility without confirmation that help was received. Authorities should therefore define trigger, consent, receiving capacity, follow-up and interim protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-32-b002", "type": "PARAGRAPH", "text": "Applied to identification and referral, this requirement has a distinct coordination consequence. The mandate test asks which body has authority and duty for the decision. Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-32-b003", "type": "PARAGRAPH", "text": "Within identification and referral, the principle bears on the service pathway described in this part. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-33", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "33", "title": "Minimum service", "anchor": "33-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-33-b001", "type": "PARAGRAPH", "text": "Minimum service is material because timely recognition of need and a safe route to competent assessment or service cannot be inferred from a memorandum or coordination structure. In this domain, referral can become a transfer of responsibility without confirmation that help was received. The immediate improvement response is to define trigger, consent, receiving capacity, follow-up and interim protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-33-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to identification and referral, this requirement has a distinct coordination consequence. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-33-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to identification and referral, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-34", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "34", "title": "Pathway", "anchor": "34-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-34-b001", "type": "PARAGRAPH", "text": "The protected public interest in identification and referral concerns timely recognition of need and a safe route to competent assessment or service. If referral can become a transfer of responsibility without confirmation that help was received, shared action can produce a gap rather than an integrated response. The required course is to define trigger, consent, receiving capacity, follow-up and interim protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-34-b002", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to identification and referral, this requirement has a distinct coordination consequence. Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-34-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Within identification and referral, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-35", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "35", "title": "Equity", "anchor": "35-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-35-b001", "type": "PARAGRAPH", "text": "Planning for identification and referral should begin with timely recognition of need and a safe route to competent assessment or service. A foreseeable failure arises where referral can become a transfer of responsibility without confirmation that help was received. Participating bodies should define trigger, consent, receiving capacity, follow-up and interim protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-35-b002", "type": "PARAGRAPH", "text": "At the point of service, Applied to identification and referral, this requirement has a distinct coordination consequence. The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-35-b003", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to identification and referral, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-36", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "36", "title": "Capacity", "anchor": "36-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-36-b001", "type": "PARAGRAPH", "text": "Identification and referral requires explicit improvement control because it concerns timely recognition of need and a safe route to competent assessment or service. The risk is that referral can become a transfer of responsibility without confirmation that help was received. A competent body should define trigger, consent, receiving capacity, follow-up and interim protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-36-b002", "type": "PARAGRAPH", "text": "For a documented correction, Applied to identification and referral, this requirement has a distinct coordination consequence. Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-36-b003", "type": "PARAGRAPH", "text": "Within an authorised local response, Within identification and referral, the principle bears on the service pathway described in this part. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-37", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "37", "title": "Evidence", "anchor": "37-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-37-b001", "type": "PARAGRAPH", "text": "The public purpose of identification and referral is the credible provision of timely recognition of need and a safe route to competent assessment or service. Where referral can become a transfer of responsibility without confirmation that help was received, institutional reporting can overstate both reach and protection. Authorities should define trigger, consent, receiving capacity, follow-up and interim protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-37-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Applied to identification and referral, this requirement has a distinct coordination consequence. For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-37-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to identification and referral, this requirement has a distinct coordination consequence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-38", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "38", "title": "Protection", "anchor": "38-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-38-b001", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Applied to identification and referral, this requirement has a distinct coordination consequence. In identification and referral, cross-sector coordination should secure timely recognition of need and a safe route to competent assessment or service. The principal risk is that referral can become a transfer of responsibility without confirmation that help was received. Authorities should therefore define trigger, consent, receiving capacity, follow-up and interim protection. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-38-b002", "type": "PARAGRAPH", "text": "In a credible implementation account, Applied to identification and referral, this requirement has a distinct coordination consequence. The protection test asks which safety, privacy and professional boundaries govern action. Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-38-b003", "type": "PARAGRAPH", "text": "For identification and referral, the authority should test this safeguard against learner and receiving-service evidence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-39", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "39", "title": "Monitoring", "anchor": "39-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-39-b001", "type": "PARAGRAPH", "text": "Monitoring is material because timely recognition of need and a safe route to competent assessment or service cannot be inferred from a memorandum or coordination structure. In this domain, referral can become a transfer of responsibility without confirmation that help was received. The immediate improvement response is to define trigger, consent, receiving capacity, follow-up and interim protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-39-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, Applied to identification and referral, this requirement has a distinct coordination consequence. A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-39-b003", "type": "PARAGRAPH", "text": "At the next review decision, Within identification and referral, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-40", "partId": "part-iceqc-r-2025-11-iv", "parentId": null, "number": "40", "title": "Review", "anchor": "40-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-40-b001", "type": "PARAGRAPH", "text": "With the affected population in view, Applied to identification and referral, this requirement has a distinct coordination consequence. The protected public interest in identification and referral concerns timely recognition of need and a safe route to competent assessment or service. If referral can become a transfer of responsibility without confirmation that help was received, shared action can produce a gap rather than an integrated response. The required course is to define trigger, consent, receiving capacity, follow-up and interim protection. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-40-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to identification and referral, this requirement has a distinct coordination consequence. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-40-b003", "type": "PARAGRAPH", "text": "In the evidence available locally, For identification and referral, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-41", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "41", "title": "Improvement proposition", "anchor": "41-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-41-b001", "type": "PARAGRAPH", "text": "The relevant service is health conditions, services and information affecting attendance and learning. The principal risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Authorities should connect education observation with qualified health response and continuity.", "citationIds": [ "REF-05" ] } ] }, { "id": "sec-iceqc-r-2025-11-42", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "42", "title": "Mandate", "anchor": "42-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-42-b001", "type": "PARAGRAPH", "text": "Health and readiness to learn requires explicit improvement control because it concerns health conditions, services and information affecting attendance and learning. The risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. A competent body should connect education observation with qualified health response and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-42-b002", "type": "PARAGRAPH", "text": "Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-42-b003", "type": "PARAGRAPH", "text": "For health and readiness to learn, the authority should test this safeguard against learner and receiving-service evidence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-43", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "43", "title": "Minimum service", "anchor": "43-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-43-b001", "type": "PARAGRAPH", "text": "The public purpose of health and readiness to learn is the credible provision of health conditions, services and information affecting attendance and learning. Where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed, institutional reporting can overstate both reach and protection. Authorities should connect education observation with qualified health response and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-43-b002", "type": "PARAGRAPH", "text": "Within the stated service boundary, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-43-b003", "type": "PARAGRAPH", "text": "Within health and readiness to learn, the principle bears on the service pathway described in this part. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-44", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "44", "title": "Pathway", "anchor": "44-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-44-b001", "type": "PARAGRAPH", "text": "In health and readiness to learn, cross-sector coordination should secure health conditions, services and information affecting attendance and learning. The principal risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Authorities should therefore connect education observation with qualified health response and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-44-b002", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-44-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-45", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "45", "title": "Equity", "anchor": "45-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-45-b001", "type": "PARAGRAPH", "text": "Equity is material because health conditions, services and information affecting attendance and learning cannot be inferred from a memorandum or coordination structure. In this domain, schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. The immediate improvement response is to connect education observation with qualified health response and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-45-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-45-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, For health and readiness to learn, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-46", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "46", "title": "Capacity", "anchor": "46-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-46-b001", "type": "PARAGRAPH", "text": "The protected public interest in health and readiness to learn concerns health conditions, services and information affecting attendance and learning. If schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed, shared action can produce a gap rather than an integrated response. The required course is to connect education observation with qualified health response and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-46-b002", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-46-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-47", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "47", "title": "Evidence", "anchor": "47-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-47-b001", "type": "PARAGRAPH", "text": "Planning for health and readiness to learn should begin with health conditions, services and information affecting attendance and learning. A foreseeable failure arises where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Participating bodies should connect education observation with qualified health response and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-47-b002", "type": "PARAGRAPH", "text": "At the point of service, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-47-b003", "type": "PARAGRAPH", "text": "In the applicable protection setting, Within health and readiness to learn, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-48", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "48", "title": "Protection", "anchor": "48-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-48-b001", "type": "PARAGRAPH", "text": "For a documented correction, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Health and readiness to learn requires explicit improvement control because it concerns health conditions, services and information affecting attendance and learning. The risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. A competent body should connect education observation with qualified health response and continuity. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-48-b002", "type": "PARAGRAPH", "text": "Within an authorised local response, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-48-b003", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-49", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "49", "title": "Monitoring", "anchor": "49-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-49-b001", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The public purpose of health and readiness to learn is the credible provision of health conditions, services and information affecting attendance and learning. Where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed, institutional reporting can overstate both reach and protection. Authorities should connect education observation with qualified health response and continuity. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-49-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-49-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, For health and readiness to learn, the authority should test this safeguard against learner and receiving-service evidence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-50", "partId": "part-iceqc-r-2025-11-v", "parentId": null, "number": "50", "title": "Review", "anchor": "50-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-50-b001", "type": "PARAGRAPH", "text": "For institutional follow-through, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. In health and readiness to learn, cross-sector coordination should secure health conditions, services and information affecting attendance and learning. The principal risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Authorities should therefore connect education observation with qualified health response and continuity. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-50-b002", "type": "PARAGRAPH", "text": "At the next review decision, Applied to health and readiness to learn, this requirement has a distinct coordination consequence. The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-50-b003", "type": "PARAGRAPH", "text": "With the affected population in view, Within health and readiness to learn, the principle bears on the service pathway described in this part. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-51", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "51", "title": "Improvement proposition", "anchor": "51-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-51-b001", "type": "PARAGRAPH", "text": "The relevant service is prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The principal risk is that shared protocols can expose sensitive information or delay urgent protection. Authorities should retain trained response, lawful reporting, confidentiality and education support.", "citationIds": [ "REF-06" ] } ] }, { "id": "sec-iceqc-r-2025-11-52", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "52", "title": "Mandate", "anchor": "52-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-52-b001", "type": "PARAGRAPH", "text": "The protected public interest in safeguarding and protection concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. If shared protocols can expose sensitive information or delay urgent protection, shared action can produce a gap rather than an integrated response. The required course is to retain trained response, lawful reporting, confidentiality and education support.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-52-b002", "type": "PARAGRAPH", "text": "Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Under mandate, review concerns which body has authority and duty for the decision. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-52-b003", "type": "PARAGRAPH", "text": "Within safeguarding and protection, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-53", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "53", "title": "Minimum service", "anchor": "53-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-53-b001", "type": "PARAGRAPH", "text": "Planning for safeguarding and protection should begin with prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. A foreseeable failure arises where shared protocols can expose sensitive information or delay urgent protection. Participating bodies should retain trained response, lawful reporting, confidentiality and education support.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-53-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-53-b003", "type": "PARAGRAPH", "text": "For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-54", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "54", "title": "Pathway", "anchor": "54-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-54-b001", "type": "PARAGRAPH", "text": "Safeguarding and protection requires explicit improvement control because it concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The risk is that shared protocols can expose sensitive information or delay urgent protection. A competent body should retain trained response, lawful reporting, confidentiality and education support.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-54-b002", "type": "PARAGRAPH", "text": "In the evidence available locally, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Review of pathway should determine how a learner moves from identification through response and follow-up. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-54-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, Within safeguarding and protection, the principle bears on the service pathway described in this part. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-55", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "55", "title": "Equity", "anchor": "55-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-55-b001", "type": "PARAGRAPH", "text": "The public purpose of safeguarding and protection is the credible provision of prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. Where shared protocols can expose sensitive information or delay urgent protection, institutional reporting can overstate both reach and protection. Authorities should retain trained response, lawful reporting, confidentiality and education support.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-55-b002", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-55-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-56", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "56", "title": "Capacity", "anchor": "56-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-56-b001", "type": "PARAGRAPH", "text": "In safeguarding and protection, cross-sector coordination should secure prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The principal risk is that shared protocols can expose sensitive information or delay urgent protection. Authorities should therefore retain trained response, lawful reporting, confidentiality and education support.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-56-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-56-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-57", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "57", "title": "Evidence", "anchor": "57-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-57-b001", "type": "PARAGRAPH", "text": "Evidence is material because prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice cannot be inferred from a memorandum or coordination structure. In this domain, shared protocols can expose sensitive information or delay urgent protection. The immediate improvement response is to retain trained response, lawful reporting, confidentiality and education support.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-57-b002", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-57-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-58", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "58", "title": "Protection", "anchor": "58-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-58-b001", "type": "PARAGRAPH", "text": "At the point of service, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The protected public interest in safeguarding and protection concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. If shared protocols can expose sensitive information or delay urgent protection, shared action can produce a gap rather than an integrated response. The required course is to retain trained response, lawful reporting, confidentiality and education support. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-58-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-58-b003", "type": "PARAGRAPH", "text": "For a documented correction, For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-59", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "59", "title": "Monitoring", "anchor": "59-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-59-b001", "type": "PARAGRAPH", "text": "Within an authorised local response, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Planning for safeguarding and protection should begin with prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. A foreseeable failure arises where shared protocols can expose sensitive information or delay urgent protection. Participating bodies should retain trained response, lawful reporting, confidentiality and education support. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-59-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-59-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-60", "partId": "part-iceqc-r-2025-11-vi", "parentId": null, "number": "60", "title": "Review", "anchor": "60-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-60-b001", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Safeguarding and protection requires explicit improvement control because it concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The risk is that shared protocols can expose sensitive information or delay urgent protection. A competent body should retain trained response, lawful reporting, confidentiality and education support. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-60-b002", "type": "PARAGRAPH", "text": "In a credible implementation account, Applied to safeguarding and protection, this requirement has a distinct coordination consequence. Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-60-b003", "type": "PARAGRAPH", "text": "For institutional follow-through, For safeguarding and protection, the authority should test this safeguard against learner and receiving-service evidence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-61", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "61", "title": "Improvement proposition", "anchor": "61-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-61-b001", "type": "PARAGRAPH", "text": "The relevant service is services supporting health, dignity, attendance and sustained education. The principal risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Authorities should set learner-facing minima, responsible service and corrective thresholds.", "citationIds": [ "REF-07" ] } ] }, { "id": "sec-iceqc-r-2025-11-62", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "62", "title": "Mandate", "anchor": "62-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-62-b001", "type": "PARAGRAPH", "text": "In nutrition, water and sanitation, cross-sector coordination should secure services supporting health, dignity, attendance and sustained education. The principal risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Authorities should therefore set learner-facing minima, responsible service and corrective thresholds.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-62-b002", "type": "PARAGRAPH", "text": "Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The mandate test asks which body has authority and duty for the decision. Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-62-b003", "type": "PARAGRAPH", "text": "Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-63", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "63", "title": "Minimum service", "anchor": "63-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-63-b001", "type": "PARAGRAPH", "text": "Minimum service is material because services supporting health, dignity, attendance and sustained education cannot be inferred from a memorandum or coordination structure. In this domain, separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. The immediate improvement response is to set learner-facing minima, responsible service and corrective thresholds.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-63-b002", "type": "PARAGRAPH", "text": "At the next review decision, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-63-b003", "type": "PARAGRAPH", "text": "With the affected population in view, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-64", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "64", "title": "Pathway", "anchor": "64-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-64-b001", "type": "PARAGRAPH", "text": "The protected public interest in nutrition, water and sanitation concerns services supporting health, dignity, attendance and sustained education. If separate provision can leave operating gaps, inaccessible facilities or unclear maintenance, shared action can produce a gap rather than an integrated response. The required course is to set learner-facing minima, responsible service and corrective thresholds.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-64-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-64-b003", "type": "PARAGRAPH", "text": "In the evidence available locally, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-65", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "65", "title": "Equity", "anchor": "65-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-65-b001", "type": "PARAGRAPH", "text": "Planning for nutrition, water and sanitation should begin with services supporting health, dignity, attendance and sustained education. A foreseeable failure arises where separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Participating bodies should set learner-facing minima, responsible service and corrective thresholds.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-65-b002", "type": "PARAGRAPH", "text": "Within the stated service boundary, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-65-b003", "type": "PARAGRAPH", "text": "Viewed through public authority, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-66", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "66", "title": "Capacity", "anchor": "66-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-66-b001", "type": "PARAGRAPH", "text": "Nutrition, water and sanitation requires explicit improvement control because it concerns services supporting health, dignity, attendance and sustained education. The risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. A competent body should set learner-facing minima, responsible service and corrective thresholds.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-66-b002", "type": "PARAGRAPH", "text": "For operational assurance, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-66-b003", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-67", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "67", "title": "Evidence", "anchor": "67-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-67-b001", "type": "PARAGRAPH", "text": "The public purpose of nutrition, water and sanitation is the credible provision of services supporting health, dignity, attendance and sustained education. Where separate provision can leave operating gaps, inaccessible facilities or unclear maintenance, institutional reporting can overstate both reach and protection. Authorities should set learner-facing minima, responsible service and corrective thresholds.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-67-b002", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-67-b003", "type": "PARAGRAPH", "text": "Under a proportionate review, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-68", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "68", "title": "Protection", "anchor": "68-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-68-b001", "type": "PARAGRAPH", "text": "For the responsible institution, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. In nutrition, water and sanitation, cross-sector coordination should secure services supporting health, dignity, attendance and sustained education. The principal risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Authorities should therefore set learner-facing minima, responsible service and corrective thresholds. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-68-b002", "type": "PARAGRAPH", "text": "At the point of service, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. The protection test asks which safety, privacy and professional boundaries govern action. Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-68-b003", "type": "PARAGRAPH", "text": "In the applicable protection setting, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-69", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "69", "title": "Monitoring", "anchor": "69-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-69-b001", "type": "PARAGRAPH", "text": "Monitoring is material because services supporting health, dignity, attendance and sustained education cannot be inferred from a memorandum or coordination structure. In this domain, separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. The immediate improvement response is to set learner-facing minima, responsible service and corrective thresholds.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-69-b002", "type": "PARAGRAPH", "text": "For a documented correction, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-69-b003", "type": "PARAGRAPH", "text": "For nutrition, water and sanitation, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-70", "partId": "part-iceqc-r-2025-11-vii", "parentId": null, "number": "70", "title": "Review", "anchor": "70-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-70-b001", "type": "PARAGRAPH", "text": "Within an authorised local response, Applied to nutrition, water and sanitation, this requirement has a distinct coordination consequence. The protected public interest in nutrition, water and sanitation concerns services supporting health, dignity, attendance and sustained education. If separate provision can leave operating gaps, inaccessible facilities or unclear maintenance, shared action can produce a gap rather than an integrated response. The required course is to set learner-facing minima, responsible service and corrective thresholds. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-70-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-70-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Within nutrition, water and sanitation, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-71", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "71", "title": "Improvement proposition", "anchor": "71-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-71-b001", "type": "PARAGRAPH", "text": "The relevant service is the preparation, workload, support and conduct of staff implementing connected arrangements. The principal risk is that frontline staff can receive added duties without time, competence, supervision or protection. Authorities should define role, training, referral limits, support and replacement.", "citationIds": [ "REF-08" ] } ] }, { "id": "sec-iceqc-r-2025-11-72", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "72", "title": "Mandate", "anchor": "72-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-72-b001", "type": "PARAGRAPH", "text": "Teachers and frontline personnel requires explicit improvement control because it concerns the preparation, workload, support and conduct of staff implementing connected arrangements. The risk is that frontline staff can receive added duties without time, competence, supervision or protection. A competent body should define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-72-b002", "type": "PARAGRAPH", "text": "Within teachers and frontline personnel, the principle bears on the service pathway described in this part. Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-72-b003", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-73", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "73", "title": "Minimum service", "anchor": "73-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-73-b001", "type": "PARAGRAPH", "text": "The public purpose of teachers and frontline personnel is the credible provision of the preparation, workload, support and conduct of staff implementing connected arrangements. Where frontline staff can receive added duties without time, competence, supervision or protection, institutional reporting can overstate both reach and protection. Authorities should define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-73-b002", "type": "PARAGRAPH", "text": "In a credible implementation account, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-73-b003", "type": "PARAGRAPH", "text": "For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-74", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "74", "title": "Pathway", "anchor": "74-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-74-b001", "type": "PARAGRAPH", "text": "In teachers and frontline personnel, cross-sector coordination should secure the preparation, workload, support and conduct of staff implementing connected arrangements. The principal risk is that frontline staff can receive added duties without time, competence, supervision or protection. Authorities should therefore define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-74-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-74-b003", "type": "PARAGRAPH", "text": "At the next review decision, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-75", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "75", "title": "Equity", "anchor": "75-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-75-b001", "type": "PARAGRAPH", "text": "Equity is material because the preparation, workload, support and conduct of staff implementing connected arrangements cannot be inferred from a memorandum or coordination structure. In this domain, frontline staff can receive added duties without time, competence, supervision or protection. The immediate improvement response is to define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-75-b002", "type": "PARAGRAPH", "text": "With the affected population in view, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-75-b003", "type": "PARAGRAPH", "text": "Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-76", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "76", "title": "Capacity", "anchor": "76-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-76-b001", "type": "PARAGRAPH", "text": "The protected public interest in teachers and frontline personnel concerns the preparation, workload, support and conduct of staff implementing connected arrangements. If frontline staff can receive added duties without time, competence, supervision or protection, shared action can produce a gap rather than an integrated response. The required course is to define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-76-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-76-b003", "type": "PARAGRAPH", "text": "In the evidence available locally, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-77", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "77", "title": "Evidence", "anchor": "77-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-77-b001", "type": "PARAGRAPH", "text": "Planning for teachers and frontline personnel should begin with the preparation, workload, support and conduct of staff implementing connected arrangements. A foreseeable failure arises where frontline staff can receive added duties without time, competence, supervision or protection. Participating bodies should define role, training, referral limits, support and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-77-b002", "type": "PARAGRAPH", "text": "Within the stated service boundary, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-77-b003", "type": "PARAGRAPH", "text": "Viewed through public authority, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-78", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "78", "title": "Protection", "anchor": "78-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-78-b001", "type": "PARAGRAPH", "text": "For operational assurance, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. Teachers and frontline personnel requires explicit improvement control because it concerns the preparation, workload, support and conduct of staff implementing connected arrangements. The risk is that frontline staff can receive added duties without time, competence, supervision or protection. A competent body should define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-78-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-78-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, For teachers and frontline personnel, the authority should test this safeguard against learner and receiving-service evidence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-79", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "79", "title": "Monitoring", "anchor": "79-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-79-b001", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. The public purpose of teachers and frontline personnel is the credible provision of the preparation, workload, support and conduct of staff implementing connected arrangements. Where frontline staff can receive added duties without time, competence, supervision or protection, institutional reporting can overstate both reach and protection. Authorities should define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-79-b002", "type": "PARAGRAPH", "text": "For the responsible institution, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-79-b003", "type": "PARAGRAPH", "text": "At the point of service, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-80", "partId": "part-iceqc-r-2025-11-viii", "parentId": null, "number": "80", "title": "Review", "anchor": "80-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-80-b001", "type": "PARAGRAPH", "text": "In the applicable protection setting, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. In teachers and frontline personnel, cross-sector coordination should secure the preparation, workload, support and conduct of staff implementing connected arrangements. The principal risk is that frontline staff can receive added duties without time, competence, supervision or protection. Authorities should therefore define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-80-b002", "type": "PARAGRAPH", "text": "For a documented correction, Within teachers and frontline personnel, the principle bears on the service pathway described in this part. The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-80-b003", "type": "PARAGRAPH", "text": "Within an authorised local response, Applied to teachers and frontline personnel, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-81", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "81", "title": "Improvement proposition", "anchor": "81-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-81-b001", "type": "PARAGRAPH", "text": "The relevant service is the minimum data needed for coordination and the controls governing collection, access and disclosure. The principal risk is that broad sharing can create harm while excessive restriction prevents necessary service. Authorities should use purpose limitation, consent, access control and accountable exception.", "citationIds": [ "REF-09" ] } ] }, { "id": "sec-iceqc-r-2025-11-82", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "82", "title": "Mandate", "anchor": "82-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-82-b001", "type": "PARAGRAPH", "text": "The protected public interest in information and privacy concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. If broad sharing can create harm while excessive restriction prevents necessary service, shared action can produce a gap rather than an integrated response. The required course is to use purpose limitation, consent, access control and accountable exception.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-82-b002", "type": "PARAGRAPH", "text": "Within information and privacy, the principle bears on the service pathway described in this part. Under mandate, review concerns which body has authority and duty for the decision. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-82-b003", "type": "PARAGRAPH", "text": "Applied to information and privacy, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-83", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "83", "title": "Minimum service", "anchor": "83-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-83-b001", "type": "PARAGRAPH", "text": "Planning for information and privacy should begin with the minimum data needed for coordination and the controls governing collection, access and disclosure. A foreseeable failure arises where broad sharing can create harm while excessive restriction prevents necessary service. Participating bodies should use purpose limitation, consent, access control and accountable exception.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-83-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, Within information and privacy, the principle bears on the service pathway described in this part. The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-83-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Applied to information and privacy, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-84", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "84", "title": "Pathway", "anchor": "84-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-84-b001", "type": "PARAGRAPH", "text": "Information and privacy requires explicit improvement control because it concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. The risk is that broad sharing can create harm while excessive restriction prevents necessary service. A competent body should use purpose limitation, consent, access control and accountable exception.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-84-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, Within information and privacy, the principle bears on the service pathway described in this part. Review of pathway should determine how a learner moves from identification through response and follow-up. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-84-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, Applied to information and privacy, this requirement has a distinct coordination consequence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-85", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "85", "title": "Equity", "anchor": "85-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-85-b001", "type": "PARAGRAPH", "text": "The public purpose of information and privacy is the credible provision of the minimum data needed for coordination and the controls governing collection, access and disclosure. Where broad sharing can create harm while excessive restriction prevents necessary service, institutional reporting can overstate both reach and protection. Authorities should use purpose limitation, consent, access control and accountable exception.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-85-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, Within information and privacy, the principle bears on the service pathway described in this part. For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-85-b003", "type": "PARAGRAPH", "text": "At the next review decision, Within information and privacy, the principle bears on the service pathway described in this part. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-86", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "86", "title": "Capacity", "anchor": "86-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-86-b001", "type": "PARAGRAPH", "text": "In information and privacy, cross-sector coordination should secure the minimum data needed for coordination and the controls governing collection, access and disclosure. The principal risk is that broad sharing can create harm while excessive restriction prevents necessary service. Authorities should therefore use purpose limitation, consent, access control and accountable exception.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-86-b002", "type": "PARAGRAPH", "text": "With the affected population in view, Within information and privacy, the principle bears on the service pathway described in this part. The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-86-b003", "type": "PARAGRAPH", "text": "For a timely administrative response, Within information and privacy, the principle bears on the service pathway described in this part. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-87", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "87", "title": "Evidence", "anchor": "87-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-87-b001", "type": "PARAGRAPH", "text": "Evidence is material because the minimum data needed for coordination and the controls governing collection, access and disclosure cannot be inferred from a memorandum or coordination structure. In this domain, broad sharing can create harm while excessive restriction prevents necessary service. The immediate improvement response is to use purpose limitation, consent, access control and accountable exception.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-87-b002", "type": "PARAGRAPH", "text": "In the evidence available locally, Within information and privacy, the principle bears on the service pathway described in this part. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-87-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, Within information and privacy, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-88", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "88", "title": "Protection", "anchor": "88-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-88-b001", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to information and privacy, this requirement has a distinct coordination consequence. The protected public interest in information and privacy concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. If broad sharing can create harm while excessive restriction prevents necessary service, shared action can produce a gap rather than an integrated response. The required course is to use purpose limitation, consent, access control and accountable exception. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-88-b002", "type": "PARAGRAPH", "text": "For operational assurance, Within information and privacy, the principle bears on the service pathway described in this part. Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-88-b003", "type": "PARAGRAPH", "text": "In the corresponding local account, Within information and privacy, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-89", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "89", "title": "Monitoring", "anchor": "89-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-89-b001", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to information and privacy, this requirement has a distinct coordination consequence. Planning for information and privacy should begin with the minimum data needed for coordination and the controls governing collection, access and disclosure. A foreseeable failure arises where broad sharing can create harm while excessive restriction prevents necessary service. Participating bodies should use purpose limitation, consent, access control and accountable exception. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-89-b002", "type": "PARAGRAPH", "text": "Under a proportionate review, Within information and privacy, the principle bears on the service pathway described in this part. The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-89-b003", "type": "PARAGRAPH", "text": "For the responsible institution, Within information and privacy, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-90", "partId": "part-iceqc-r-2025-11-ix", "parentId": null, "number": "90", "title": "Review", "anchor": "90-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-90-b001", "type": "PARAGRAPH", "text": "At the point of service, Applied to information and privacy, this requirement has a distinct coordination consequence. Information and privacy requires explicit improvement control because it concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. The risk is that broad sharing can create harm while excessive restriction prevents necessary service. A competent body should use purpose limitation, consent, access control and accountable exception. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-90-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, Within information and privacy, the principle bears on the service pathway described in this part. Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-90-b003", "type": "PARAGRAPH", "text": "For a documented correction, Within information and privacy, the principle bears on the service pathway described in this part. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-91", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "91", "title": "Improvement proposition", "anchor": "91-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-91-b001", "type": "PARAGRAPH", "text": "The relevant service is the resources and recurrent commitments required across participating bodies. The principal risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. Authorities should cost each function, dependency, transition and learner burden.", "citationIds": [ "REF-10" ] } ] }, { "id": "sec-iceqc-r-2025-11-92", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "92", "title": "Mandate", "anchor": "92-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-92-b001", "type": "PARAGRAPH", "text": "In finance and service capacity, cross-sector coordination should secure the resources and recurrent commitments required across participating bodies. The principal risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. Authorities should therefore cost each function, dependency, transition and learner burden.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-92-b002", "type": "PARAGRAPH", "text": "For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The mandate test asks which body has authority and duty for the decision. Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-92-b003", "type": "PARAGRAPH", "text": "Within an authorised local response, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-93", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "93", "title": "Minimum service", "anchor": "93-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-93-b001", "type": "PARAGRAPH", "text": "Minimum service is material because the resources and recurrent commitments required across participating bodies cannot be inferred from a memorandum or coordination structure. In this domain, joint plans can rely on unfunded services or temporary projects with no receiving capacity. The immediate improvement response is to cost each function, dependency, transition and learner burden.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-93-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-93-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-94", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "94", "title": "Pathway", "anchor": "94-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-94-b001", "type": "PARAGRAPH", "text": "The protected public interest in finance and service capacity concerns the resources and recurrent commitments required across participating bodies. If joint plans can rely on unfunded services or temporary projects with no receiving capacity, shared action can produce a gap rather than an integrated response. The required course is to cost each function, dependency, transition and learner burden.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-94-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-94-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-95", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "95", "title": "Equity", "anchor": "95-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-95-b001", "type": "PARAGRAPH", "text": "Planning for finance and service capacity should begin with the resources and recurrent commitments required across participating bodies. A foreseeable failure arises where joint plans can rely on unfunded services or temporary projects with no receiving capacity. Participating bodies should cost each function, dependency, transition and learner burden.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-95-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-95-b003", "type": "PARAGRAPH", "text": "At the next review decision, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-96", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "96", "title": "Capacity", "anchor": "96-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-96-b001", "type": "PARAGRAPH", "text": "Finance and service capacity requires explicit improvement control because it concerns the resources and recurrent commitments required across participating bodies. The risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. A competent body should cost each function, dependency, transition and learner burden.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-96-b002", "type": "PARAGRAPH", "text": "With the affected population in view, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-96-b003", "type": "PARAGRAPH", "text": "For a timely administrative response, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-97", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "97", "title": "Evidence", "anchor": "97-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-97-b001", "type": "PARAGRAPH", "text": "The public purpose of finance and service capacity is the credible provision of the resources and recurrent commitments required across participating bodies. Where joint plans can rely on unfunded services or temporary projects with no receiving capacity, institutional reporting can overstate both reach and protection. Authorities should cost each function, dependency, transition and learner burden.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-97-b002", "type": "PARAGRAPH", "text": "In the evidence available locally, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-97-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-98", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "98", "title": "Protection", "anchor": "98-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-98-b001", "type": "PARAGRAPH", "text": "Applied to finance and service capacity, this requirement has a distinct coordination consequence. In finance and service capacity, cross-sector coordination should secure the resources and recurrent commitments required across participating bodies. The principal risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. Authorities should therefore cost each function, dependency, transition and learner burden. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-98-b002", "type": "PARAGRAPH", "text": "Viewed through public authority, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. The protection test asks which safety, privacy and professional boundaries govern action. Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-98-b003", "type": "PARAGRAPH", "text": "For operational assurance, Applied to finance and service capacity, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-99", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "99", "title": "Monitoring", "anchor": "99-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-99-b001", "type": "PARAGRAPH", "text": "Monitoring is material because the resources and recurrent commitments required across participating bodies cannot be inferred from a memorandum or coordination structure. In this domain, joint plans can rely on unfunded services or temporary projects with no receiving capacity. The immediate improvement response is to cost each function, dependency, transition and learner burden.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-99-b002", "type": "PARAGRAPH", "text": "In the corresponding local account, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-99-b003", "type": "PARAGRAPH", "text": "From the learner-facing perspective, Applied to finance and service capacity, this requirement has a distinct coordination consequence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-100", "partId": "part-iceqc-r-2025-11-x", "parentId": null, "number": "100", "title": "Review", "anchor": "100-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-100-b001", "type": "PARAGRAPH", "text": "Under a proportionate review, Applied to finance and service capacity, this requirement has a distinct coordination consequence. The protected public interest in finance and service capacity concerns the resources and recurrent commitments required across participating bodies. If joint plans can rely on unfunded services or temporary projects with no receiving capacity, shared action can produce a gap rather than an integrated response. The required course is to cost each function, dependency, transition and learner burden. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-100-b002", "type": "PARAGRAPH", "text": "For the responsible institution, For finance and service capacity, the authority should test this safeguard against learner and receiving-service evidence. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-100-b003", "type": "PARAGRAPH", "text": "At the point of service, Applied to finance and service capacity, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-101", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "101", "title": "Improvement proposition", "anchor": "101-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-101-b001", "type": "PARAGRAPH", "text": "The relevant service is the involvement and information needed for learners, families, staff and communities to use services. The principal risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. Authorities should provide languages, formats, safe feedback and reasons.", "citationIds": [ "REF-11" ] } ] }, { "id": "sec-iceqc-r-2025-11-102", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "102", "title": "Mandate", "anchor": "102-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-102-b001", "type": "PARAGRAPH", "text": "Participation and communication requires explicit improvement control because it concerns the involvement and information needed for learners, families, staff and communities to use services. The risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. A competent body should provide languages, formats, safe feedback and reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-102-b002", "type": "PARAGRAPH", "text": "For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-102-b003", "type": "PARAGRAPH", "text": "Applied to participation and communication, this requirement has a distinct coordination consequence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-103", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "103", "title": "Minimum service", "anchor": "103-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-103-b001", "type": "PARAGRAPH", "text": "The public purpose of participation and communication is the credible provision of the involvement and information needed for learners, families, staff and communities to use services. Where technical coordination can proceed without accessible information or meaningful affected-person evidence, institutional reporting can overstate both reach and protection. Authorities should provide languages, formats, safe feedback and reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-103-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-103-b003", "type": "PARAGRAPH", "text": "For a documented correction, Applied to participation and communication, this requirement has a distinct coordination consequence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-104", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "104", "title": "Pathway", "anchor": "104-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-104-b001", "type": "PARAGRAPH", "text": "In participation and communication, cross-sector coordination should secure the involvement and information needed for learners, families, staff and communities to use services. The principal risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. Authorities should therefore provide languages, formats, safe feedback and reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-104-b002", "type": "PARAGRAPH", "text": "Within an authorised local response, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-104-b003", "type": "PARAGRAPH", "text": "Within participation and communication, the principle bears on the service pathway described in this part. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-105", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "105", "title": "Equity", "anchor": "105-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-105-b001", "type": "PARAGRAPH", "text": "Equity is material because the involvement and information needed for learners, families, staff and communities to use services cannot be inferred from a memorandum or coordination structure. In this domain, technical coordination can proceed without accessible information or meaningful affected-person evidence. The immediate improvement response is to provide languages, formats, safe feedback and reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-105-b002", "type": "PARAGRAPH", "text": "From the standpoint of continuity, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-105-b003", "type": "PARAGRAPH", "text": "For an equitable service judgement, Within participation and communication, the principle bears on the service pathway described in this part. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-106", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "106", "title": "Capacity", "anchor": "106-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-106-b001", "type": "PARAGRAPH", "text": "The protected public interest in participation and communication concerns the involvement and information needed for learners, families, staff and communities to use services. If technical coordination can proceed without accessible information or meaningful affected-person evidence, shared action can produce a gap rather than an integrated response. The required course is to provide languages, formats, safe feedback and reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-106-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-106-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, Within participation and communication, the principle bears on the service pathway described in this part. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-107", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "107", "title": "Evidence", "anchor": "107-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-107-b001", "type": "PARAGRAPH", "text": "Planning for participation and communication should begin with the involvement and information needed for learners, families, staff and communities to use services. A foreseeable failure arises where technical coordination can proceed without accessible information or meaningful affected-person evidence. Participating bodies should provide languages, formats, safe feedback and reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-107-b002", "type": "PARAGRAPH", "text": "For institutional follow-through, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-107-b003", "type": "PARAGRAPH", "text": "At the next review decision, Applied to participation and communication, this requirement has a distinct coordination consequence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-108", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "108", "title": "Protection", "anchor": "108-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-108-b001", "type": "PARAGRAPH", "text": "With the affected population in view, Applied to participation and communication, this requirement has a distinct coordination consequence. Participation and communication requires explicit improvement control because it concerns the involvement and information needed for learners, families, staff and communities to use services. The risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. A competent body should provide languages, formats, safe feedback and reasons. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-108-b002", "type": "PARAGRAPH", "text": "For a timely administrative response, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-108-b003", "type": "PARAGRAPH", "text": "In the evidence available locally, Within participation and communication, the principle bears on the service pathway described in this part. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-109", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "109", "title": "Monitoring", "anchor": "109-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-109-b001", "type": "PARAGRAPH", "text": "Within the stated service boundary, Applied to participation and communication, this requirement has a distinct coordination consequence. The public purpose of participation and communication is the credible provision of the involvement and information needed for learners, families, staff and communities to use services. Where technical coordination can proceed without accessible information or meaningful affected-person evidence, institutional reporting can overstate both reach and protection. Authorities should provide languages, formats, safe feedback and reasons. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-109-b002", "type": "PARAGRAPH", "text": "Viewed through public authority, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-109-b003", "type": "PARAGRAPH", "text": "For operational assurance, Within participation and communication, the principle bears on the service pathway described in this part. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-110", "partId": "part-iceqc-r-2025-11-xi", "parentId": null, "number": "110", "title": "Review", "anchor": "110-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-110-b001", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to participation and communication, this requirement has a distinct coordination consequence. In participation and communication, cross-sector coordination should secure the involvement and information needed for learners, families, staff and communities to use services. The principal risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. Authorities should therefore provide languages, formats, safe feedback and reasons. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-110-b002", "type": "PARAGRAPH", "text": "From the learner-facing perspective, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-110-b003", "type": "PARAGRAPH", "text": "Under a proportionate review, For participation and communication, the authority should test this safeguard against learner and receiving-service evidence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-111", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "111", "title": "Improvement proposition", "anchor": "111-improvement-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-111-b001", "type": "PARAGRAPH", "text": "The relevant service is the operation, monitoring and correction of coordination during disruption and recovery. The principal risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. Authorities should prepare alternatives, test pathways, track unmet need and revise responsibilities.", "citationIds": [ "REF-12" ] } ] }, { "id": "sec-iceqc-r-2025-11-112", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "112", "title": "Mandate", "anchor": "112-mandate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-112-b001", "type": "PARAGRAPH", "text": "The protected public interest in continuity, emergency and improvement concerns the operation, monitoring and correction of coordination during disruption and recovery. If arrangements can fail when ordinary contacts, sites or services are unavailable, shared action can produce a gap rather than an integrated response. The required course is to prepare alternatives, test pathways, track unmet need and revise responsibilities.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-112-b002", "type": "PARAGRAPH", "text": "For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Under mandate, review concerns which body has authority and duty for the decision. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-112-b003", "type": "PARAGRAPH", "text": "For the responsible institution, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-113", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "113", "title": "Minimum service", "anchor": "113-minimum-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-113-b001", "type": "PARAGRAPH", "text": "Planning for continuity, emergency and improvement should begin with the operation, monitoring and correction of coordination during disruption and recovery. A foreseeable failure arises where arrangements can fail when ordinary contacts, sites or services are unavailable. Participating bodies should prepare alternatives, test pathways, track unmet need and revise responsibilities.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-113-b002", "type": "PARAGRAPH", "text": "At the point of service, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-113-b003", "type": "PARAGRAPH", "text": "Within continuity, emergency and improvement, the principle bears on the service pathway described in this part. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-114", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "114", "title": "Pathway", "anchor": "114-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-114-b001", "type": "PARAGRAPH", "text": "Continuity, emergency and improvement requires explicit improvement control because it concerns the operation, monitoring and correction of coordination during disruption and recovery. The risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. A competent body should prepare alternatives, test pathways, track unmet need and revise responsibilities.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-114-b002", "type": "PARAGRAPH", "text": "In the applicable protection setting, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Review of pathway should determine how a learner moves from identification through response and follow-up. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-114-b003", "type": "PARAGRAPH", "text": "For a documented correction, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-115", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "115", "title": "Equity", "anchor": "115-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-115-b001", "type": "PARAGRAPH", "text": "The public purpose of continuity, emergency and improvement is the credible provision of the operation, monitoring and correction of coordination during disruption and recovery. Where arrangements can fail when ordinary contacts, sites or services are unavailable, institutional reporting can overstate both reach and protection. Authorities should prepare alternatives, test pathways, track unmet need and revise responsibilities.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-115-b002", "type": "PARAGRAPH", "text": "Within an authorised local response, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-115-b003", "type": "PARAGRAPH", "text": "From the standpoint of continuity, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-116", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "116", "title": "Capacity", "anchor": "116-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-116-b001", "type": "PARAGRAPH", "text": "In continuity, emergency and improvement, cross-sector coordination should secure the operation, monitoring and correction of coordination during disruption and recovery. The principal risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. Authorities should therefore prepare alternatives, test pathways, track unmet need and revise responsibilities.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-116-b002", "type": "PARAGRAPH", "text": "For an equitable service judgement, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-116-b003", "type": "PARAGRAPH", "text": "Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-117", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "117", "title": "Evidence", "anchor": "117-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-117-b001", "type": "PARAGRAPH", "text": "Evidence is material because the operation, monitoring and correction of coordination during disruption and recovery cannot be inferred from a memorandum or coordination structure. In this domain, arrangements can fail when ordinary contacts, sites or services are unavailable. The immediate improvement response is to prepare alternatives, test pathways, track unmet need and revise responsibilities.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-117-b002", "type": "PARAGRAPH", "text": "Under the relevant public mandate, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-117-b003", "type": "PARAGRAPH", "text": "In a credible implementation account, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-118", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "118", "title": "Protection", "anchor": "118-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-118-b001", "type": "PARAGRAPH", "text": "For institutional follow-through, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. The protected public interest in continuity, emergency and improvement concerns the operation, monitoring and correction of coordination during disruption and recovery. If arrangements can fail when ordinary contacts, sites or services are unavailable, shared action can produce a gap rather than an integrated response. The required course is to prepare alternatives, test pathways, track unmet need and revise responsibilities. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-118-b002", "type": "PARAGRAPH", "text": "At the next review decision, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-118-b003", "type": "PARAGRAPH", "text": "With the affected population in view, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-119", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "119", "title": "Monitoring", "anchor": "119-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-119-b001", "type": "PARAGRAPH", "text": "For a timely administrative response, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. Planning for continuity, emergency and improvement should begin with the operation, monitoring and correction of coordination during disruption and recovery. A foreseeable failure arises where arrangements can fail when ordinary contacts, sites or services are unavailable. Participating bodies should prepare alternatives, test pathways, track unmet need and revise responsibilities. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-119-b002", "type": "PARAGRAPH", "text": "In the evidence available locally, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-119-b003", "type": "PARAGRAPH", "text": "Within the stated service boundary, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-120", "partId": "part-iceqc-r-2025-11-xii", "parentId": null, "number": "120", "title": "Review", "anchor": "120-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-120-b001", "type": "PARAGRAPH", "text": "Viewed through public authority, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. Continuity, emergency and improvement requires explicit improvement control because it concerns the operation, monitoring and correction of coordination during disruption and recovery. The risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. A competent body should prepare alternatives, test pathways, track unmet need and revise responsibilities. The implication for referral and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-120-b002", "type": "PARAGRAPH", "text": "For operational assurance, For continuity, emergency and improvement, the authority should test this safeguard against learner and receiving-service evidence. Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-120-b003", "type": "PARAGRAPH", "text": "In the corresponding local account, Applied to continuity, emergency and improvement, this requirement has a distinct coordination consequence. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-121", "partId": "part-iceqc-r-2025-11-xiii", "parentId": null, "number": "121", "title": "A complete pathway", "anchor": "121-a-complete-pathway", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-121-b001", "type": "PARAGRAPH", "text": "Every coordination pathway should identify authority, learner population, trigger, consent, receiving service, handover, receipt, follow-up, interim protection and review. It should remain usable during disruption.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-122", "partId": "part-iceqc-r-2025-11-xiii", "parentId": null, "number": "122", "title": "Evidence for improvement", "anchor": "122-evidence-for-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-122-b001", "type": "PARAGRAPH", "text": "Public bodies should examine whether services were received and whether education participation was protected. Delay, refusal, inaccessible procedure and unmet need should lead to assigned correction.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-123", "partId": "part-iceqc-r-2025-11-xiii", "parentId": null, "number": "123", "title": "Final conclusion", "anchor": "123-final-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-123-b001", "type": "PARAGRAPH", "text": "Cross-sector coordination improves education where it makes services more timely, accessible and accountable. Shared action should strengthen rather than diffuse responsibility and should remain answerable to the learner and the public interest.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2025-11-124", "partId": "part-iceqc-r-2025-11-xiv", "parentId": null, "number": "124", "title": "Entry without avoidable delay", "anchor": "124-entry-without-avoidable-delay", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-124-b001", "type": "PARAGRAPH", "text": "An institution should admit an eligible learner through a procedure that can operate when ordinary records are incomplete. For fair qualification recognition under the Global Convention, this proposition directly informs Entry without avoidable delay within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; implementation should connect learner entitlement to resources, professional action and follow-up. The entry decision should distinguish identity, legal entitlement, prior education and current support need. Each may require different evidence and authority. A school or college should not impose a documentation condition that is not required by the competent public body, and uncertainty about prior attainment should not become a reason to withhold an available place.", "citationIds": [ "REF-01", "REF-03", "REF-33" ] }, { "id": "sec-iceqc-r-2025-11-124-b002", "type": "PARAGRAPH", "text": "The entry record should state the application date, decision date, accepted evidence, unresolved matter, interim arrangement and reviewer. For fair qualification recognition under the Global Convention, this proposition directly informs Entry without avoidable delay within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the equity judgement should identify people absent from the observed or served population. Timeliness is educational: a technically favourable decision made after a prolonged absence can still produce serious loss. Monitoring should report waiting time and unresolved cases as well as admissions and should examine whether language, disability, status, cost or distance makes the procedure unusable for a particular population.", "citationIds": [ "REF-07", "REF-23" ] }, { "id": "sec-iceqc-r-2025-11-124-b003", "type": "PARAGRAPH", "text": "Information should be understandable to learners and families. For fair qualification recognition under the Global Convention, this proposition directly informs Entry without avoidable delay within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the decision should remain reasoned, contestable and capable of correction. Consequential instructions may require interpretation, accessible format and an identified contact. Children should not routinely interpret legal, safeguarding or placement decisions for adults. The procedure should explain what information is required, why it is used, who may receive it and how a factual error or refusal can be reviewed.", "citationIds": [ "REF-04", "REF-10" ] }, { "id": "sec-iceqc-r-2025-11-124-b004", "type": "PARAGRAPH", "text": "Institutions should maintain immediate educational continuity while specialist questions are resolved. For fair qualification recognition under the Global Convention, this proposition directly informs Entry without avoidable delay within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; comparison is warranted only where definitions, coverage and timing have been reconciled. A learner can receive orientation, safe participation and suitable learning activity without prejudging final placement or recognition. Interim provision should be time-bound and reviewed; it should not become a lower track in which learners remain because no authority completes the decision.", "citationIds": [ "REF-08", "REF-19" ] } ] }, { "id": "sec-iceqc-r-2025-11-125", "partId": "part-iceqc-r-2025-11-xiv", "parentId": null, "number": "125", "title": "Reconstructing an education history", "anchor": "125-reconstructing-an-education-history", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-125-b001", "type": "PARAGRAPH", "text": "An education history is more than a certificate. For fair qualification recognition under the Global Convention, this proposition directly informs Reconstructing an education history within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; institutional performance should be judged by learner-facing consequence rather than announced activity. It may include languages used, years and periods of participation, curricula, subjects, work samples, assessments, qualifications, vocational experience, informal learning and interruption. Reconstruction should collect only information relevant to placement, support, recognition or progression and should distinguish learner account, document, third-party confirmation and institutional assessment.", "citationIds": [ "REF-06", "REF-12" ] }, { "id": "sec-iceqc-r-2025-11-125-b002", "type": "PARAGRAPH", "text": "Missing documents should be treated as missing evidence, not missing learning. For fair qualification recognition under the Global Convention, this proposition directly informs Reconstructing an education history within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the competent body should identify the population, decision authority and review point. Conflict, displacement, school closure, unsafe contact or administrative difference may explain absence. The institution should identify safe alternatives and avoid requiring contact with an authority where doing so may expose the learner or family to risk. Any provisional judgement should state uncertainty and the date for review after actual participation.", "citationIds": [ "REF-21", "REF-32" ] }, { "id": "sec-iceqc-r-2025-11-125-b003", "type": "PARAGRAPH", "text": "Prior records require interpretation. For fair qualification recognition under the Global Convention, this proposition directly informs Reconstructing an education history within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the public account should distinguish observation from explanation and attributed effect. Grade names, credit hours, programme duration and marks can have different institutional meanings. Translation establishes linguistic access but not educational equivalence. Staff should examine level, content, learning outcomes, assessment and rights attached to the record. Where exact matching is impossible, the institution should seek the placement that preserves progression and identify bounded learning needs rather than restart education by default.", "citationIds": [ "REF-09", "REF-13" ] }, { "id": "sec-iceqc-r-2025-11-125-b004", "type": "PARAGRAPH", "text": "Personal and protection data should be separated where access purposes differ. For fair qualification recognition under the Global Convention, this proposition directly informs Reconstructing an education history within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the finding must preserve its denominator, uncertainty and available remedy. Ordinary teaching staff may need prior learning and support information but not details of an asylum claim or protection case. Access, transfer and retention should follow authorised roles. A portable education record should support continuity without becoming an instrument of immigration control or exposing status beyond necessity.", "citationIds": [ "REF-06", "REF-07" ] } ] }, { "id": "sec-iceqc-r-2025-11-126", "partId": "part-iceqc-r-2025-11-xiv", "parentId": null, "number": "126", "title": "Placement and the first period of participation", "anchor": "126-placement-and-the-first-period-of-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-126-b001", "type": "PARAGRAPH", "text": "Placement should combine age, prior education, learner evidence, curriculum relation and available support. For fair qualification recognition under the Global Convention, this proposition directly informs Placement and the first period of participation within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; implementation should connect learner entitlement to resources, professional action and follow-up. A single test rarely answers all these questions. Language proficiency should be separated from subject knowledge; unfamiliar item formats should not be mistaken for absent capability. Decisions should draw on records where available, learner and family accounts, work samples, accessible assessment and observation during an initial participation period.", "citationIds": [ "REF-08", "REF-14" ] }, { "id": "sec-iceqc-r-2025-11-126-b002", "type": "PARAGRAPH", "text": "Placement below the age-appropriate level can carry social, motivational and progression costs and should not be automatic. For fair qualification recognition under the Global Convention, this proposition directly informs Placement and the first period of participation within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the equity judgement should identify people absent from the observed or served population. Where a lower placement is considered necessary, the institution should state the educational reason, support plan, intended duration and route to review. A learner should not remain indefinitely in a preparatory programme without access to the wider curriculum, peers and recognised progression.", "citationIds": [ "REF-04", "REF-11" ] }, { "id": "sec-iceqc-r-2025-11-126-b003", "type": "PARAGRAPH", "text": "The first participation period should verify the decision. For fair qualification recognition under the Global Convention, this proposition directly informs Placement and the first period of participation within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the decision should remain reasoned, contestable and capable of correction. Teachers should receive a concise account of evidence and uncertainty and should record access to the curriculum, language demands, strengths, specific gaps and support response. Review should occur after enough ordinary participation to observe capability but soon enough to correct a harmful placement. The learner should be heard and receive understandable reasons.", "citationIds": [ "REF-05", "REF-10" ] }, { "id": "sec-iceqc-r-2025-11-126-b004", "type": "PARAGRAPH", "text": "Assessment accommodations should preserve the construct while enabling access. For fair qualification recognition under the Global Convention, this proposition directly informs Placement and the first period of participation within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; comparison is warranted only where definitions, coverage and timing have been reconciled. Additional time, alternative format, interpretation of instructions or assessment in a more familiar language may be appropriate depending on purpose. The institution should record the accommodation and resulting limitation. An assessment designed for instructional planning should not silently become a gatekeeping or certification decision.", "citationIds": [ "REF-13", "REF-35" ] } ] }, { "id": "sec-iceqc-r-2025-11-127", "partId": "part-iceqc-r-2025-11-xiv", "parentId": null, "number": "127", "title": "Bridging support without segregation", "anchor": "127-bridging-support-without-segregation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-127-b001", "type": "PARAGRAPH", "text": "Bridging support should address a diagnosed gap while maintaining connection to ordinary provision. For fair qualification recognition under the Global Convention, this proposition directly informs Bridging support without segregation within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; institutional performance should be judged by learner-facing consequence rather than announced activity. Language instruction, curriculum orientation, foundational learning, study skills, psychosocial support and guidance may be needed in different combinations. The support plan should state its educational objective, intensity, responsible staff, relation to the main programme and review condition. Attendance at support is not evidence that the intended capability improved.", "citationIds": [ "REF-15", "REF-17" ] }, { "id": "sec-iceqc-r-2025-11-127-b002", "type": "PARAGRAPH", "text": "Support should build on capability. For fair qualification recognition under the Global Convention, this proposition directly informs Bridging support without segregation within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the competent body should identify the population, decision authority and review point. Multilingualism, knowledge acquired in another curriculum, vocational experience and informal learning can contribute to progress. A deficit-only account can lower expectations and overlook peer, family and community resources. Recognition of strengths does not remove the duty to address specific gaps; it makes instruction more accurate and respects the learner as a participant in the decision.", "citationIds": [ "REF-04", "REF-09" ] }, { "id": "sec-iceqc-r-2025-11-127-b003", "type": "PARAGRAPH", "text": "Teachers need time, suitable materials and access to specialist advice. For fair qualification recognition under the Global Convention, this proposition directly informs Bridging support without segregation within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the public account should distinguish observation from explanation and attributed effect. General encouragement to differentiate cannot compensate for excessive class size, absent language support or unavailable referral services. Institutional leaders should identify which adaptations belong within ordinary teaching, which require additional expertise and which dependency must be escalated to a public authority.", "citationIds": [ "REF-16", "REF-18" ] }, { "id": "sec-iceqc-r-2025-11-127-b004", "type": "PARAGRAPH", "text": "Separation may be justified for a bounded educational purpose, such as intensive initial language instruction, but should be the least restrictive arrangement consistent with learning and protection. For fair qualification recognition under the Global Convention, this proposition directly informs Bridging support without segregation within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the finding must preserve its denominator, uncertainty and available remedy. It should not deny the wider curriculum, peer contact, facilities or recognised assessment. Exit criteria should be educational, transparent and reviewed; inability to provide support in the ordinary programme is not by itself evidence that continued segregation benefits the learner.", "citationIds": [ "REF-08", "REF-10" ] } ] }, { "id": "sec-iceqc-r-2025-11-128", "partId": "part-iceqc-r-2025-11-xiv", "parentId": null, "number": "128", "title": "Recognition, progression and verified improvement", "anchor": "128-recognition-progression-and-verified-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2025-11-128-b001", "type": "PARAGRAPH", "text": "Recognition decisions should identify the purpose: access to further study, credit, exemption, professional entry or certification. For fair qualification recognition under the Global Convention, this proposition directly informs Recognition, progression and verified improvement within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; implementation should connect learner entitlement to resources, professional action and follow-up. Evidence sufficient for one purpose may not settle another. The institution should state the standard applied, comparison undertaken, missing evidence, additional requirement and route to review. A partial recognition decision should preserve the learning accepted and avoid unnecessary repetition.", "citationIds": [ "REF-09", "REF-14" ] }, { "id": "sec-iceqc-r-2025-11-128-b002", "type": "PARAGRAPH", "text": "This report uses only instruments and evidence available by 10 November 2025. The Global Convention on the Recognition of Qualifications concerning Higher Education had entered into force on 5 March 2023 and is interpreted according to that contemporaneous status. Recognition practice is interpreted from the applicable earlier instruments, public duties and contemporaneous refugee and education evidence. The temporal boundary is material because a later legal instrument cannot be represented as governing an earlier institutional decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2025-11-128-b003", "type": "PARAGRAPH", "text": "Progression monitoring should follow participation, support, credit, assessment, transition and completion. For fair qualification recognition under the Global Convention, this proposition directly informs Recognition, progression and verified improvement within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; the decision should remain reasoned, contestable and capable of correction. Aggregate admission can conceal placement below age, repeated courses, exclusion from examinations or an unrecognised endpoint. Institutions should compare results by relevant entry-history characteristics only where lawful, safe and statistically supportable. Small populations require protected review rather than public exposure or disappearance.", "citationIds": [ "REF-23", "REF-24" ] }, { "id": "sec-iceqc-r-2025-11-128-b004", "type": "PARAGRAPH", "text": "Improvement should be verified at three levels. For fair qualification recognition under the Global Convention, this proposition directly informs Recognition, progression and verified improvement within Part XIV — Fair recognition under a global framework: whether institutions deliver timely, reasoned and reviewable recognition decisions; comparison is warranted only where definitions, coverage and timing have been reconciled. The learner-level review asks whether entry was timely, placement appropriate, support usable and progression recognised. The institutional review asks whether procedures, staff and records operate consistently. The system review asks whether law, finance, capacity and inter-institutional transfer enable continuity. A finding should be assigned to the level capable of remedy.", "citationIds": [ "REF-18", "REF-27" ] }, { "id": "sec-iceqc-r-2025-11-128-b005", "type": "PARAGRAPH", "text": "The final improvement record should connect the initial evidence gap, interim decision, support, later observation, recognition outcome and learner transition. It should preserve disagreement and correction. Success is not the completion of an intake form or bridging course; it is continuity into suitable, recognised education with a functioning route to correct error. The Convention's entry into force strengthens the requirement for fair, transparent and timely procedures, but does not establish any later national implementation result.", "citationIds": [ "REF-08", "REF-12", "REF-37" ] } ] } ], "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": "Global Convention on the Recognition of Qualifications concerning Higher Education", "year": 2019, "publicationDate": "2023-03-05", "sourceType": "UNESCO_NORMATIVE_INSTRUMENT_IN_FORCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000373602", "evidenceRole": "Global recognition convention interpreted according to its entry into force on 5 March 2023, without later implementation results." }, { "id": "REF-38", "authoringBody": "UNESCO", "title": "Operational Guidelines for the Implementation of the Global Convention 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