Requirements for inclusive and equitable quality education are considered through evidence sufficiency, accountable decisions, corrective action and follow-up.
A failure concerning inclusive and equitable quality education may arise even where the stated policy is reasonable. Material concerns include learner experience omitted from review, evidence selected to confirm a preferred conclusion, variation across sites or programmes, and corrective action closed on activity rather than effect. In the context of inclusive and equitable quality education, an exception should be assessed by effect, duration, recurrence and reach, including possible exposure beyond the initial sample.
Application to inclusive and equitable quality education
In examining inclusive and equitable quality education: evidence requirements, for the applicable expectation, the instrument should be used to identify the intended direction, the actors addressed and the implementation measures that remain necessary.
In examining inclusive and equitable quality education: evidence requirements, for inclusive and equitable quality education, the Incheon Declaration, adopted at the World Education Forum in May 2015, sets a vision of inclusive and equitable quality education and lifelong learning for all. It places equity, inclusion, gender equality, learning outcomes and public responsibility within one agenda. Implementation requires attention to groups excluded from aggregate progress and to the teachers, finance, governance and evidence needed to deliver the commitment.
Evidence concerning inclusive and equitable quality education should be relevant to the stated requirement, sufficiently complete for the affected scope, current for the decision period and attributable to a source with knowledge or control of the matter. Volume does not cure a gap in relevance.
- Assign accountable ownership.
- Identify the affected scope, with responsibility, scope and timing recorded.
- Act on adverse findings.
- Test material variation.
- Collect proportionate evidence.
Controls for inclusive and equitable quality education
Across the defined scope, the volume of documentation is not a measure of conformity. For the conclusion, quality cannot be inferred from reputation, intention or documentation alone.
In the context of inclusive and equitable quality education, the evidential record should be limited to material that can answer the question under review. For the applicable expectation, the most relevant material is likely to include verified corrective action, implementation and monitoring records, exception and complaint records, and representative outcome information.
The assurance record for the applicable requirement should retain the date of the evidence, the source responsible for it, the scope examined and the version of any instrument or definition applied. When examining inclusive and equitable quality education, a superseded conclusion should be retained where it formed the basis of a material decision.
Review of inclusive and equitable quality education
Examination of the matter should define the proposition to be established, identify the minimum combination of records, test authenticity and reconcile contradictions. Expand the sample where an exception, complaint or material unexplained variation indicates that the initial evidence may not be representative.
- What would require expanded testing?
- Does it cover the material scope?
- What fact must be established?
- Do independent sources agree?
- Is the evidence current and attributable?
Implications for inclusive and equitable quality education
Across the defined scope, public authorities establish the legal and policy setting; providers remain accountable for the quality and integrity of provision within their control.
Accountability for the conclusion should follow decision-making authority.
For inclusive and equitable quality education, assurance concerning the control requires corroborating evidence across the material scope.