Controls for education for people and planet are examined from initial evidence through exceptions, decision authority and continuing assurance.
In examining education for people and planet: translating the 2030 Agenda into institutional evidence, for the control, consistent application requires a clear distinction between the required result, recommended methods and examples that may assist implementation.
Scope and application of education for people and planet
For decisions concerning education for people and planet, the 2030 Agenda, adopted on 25 September 2015, includes Sustainable Development Goal 4: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The goal combines access, completion, learning, skills, equality, facilities, scholarships and teachers. Monitoring should preserve the distinction between each target and indicator and should not treat progress on one dimension as evidence that the complete goal has been achieved.
Review of the applicable expectation should address both system-level conditions and institutional practice. For education for people and planet, quality assurance should connect stated educational purposes with implemented controls, reliable evidence and action where outcomes fall below expectation. Across the defined scope, each level should be able to demonstrate the decisions and controls for which it is accountable.
- Collect proportionate evidence.
- Test material variation.
- Identify the affected scope before it is relied on for a decision with material effect.
- Review whether improvement is sustained.
- Assign accountable ownership, identifying the accountable function and affected scope.
Controls for education for people and planet
For the matter, the most relevant material is likely to include independent checks of material claims, implementation and monitoring records, verified corrective action, and representative outcome information.
Accountability for the applicable expectation should follow decision-making authority. In the context of education for people and planet, relevant evidence should reach the body authorised to commit resources, amend policy or accept residual risk, and its judgement should be recorded.
Interpretation of education for people and planet should produce a test that another competent reviewer can apply to comparable evidence.
Review of education for people and planet
In examining education for people and planet: translating the 2030 Agenda into institutional evidence, for the matter, the reviewer should map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. Findings should establish whether the matter is isolated or indicates a condition requiring systemic response.
A narrow control over the conclusion may create false assurance. In the present context, corrective action closed on activity rather than effect, learner experience omitted from review and variation across sites or programmes may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage.
Records relating to the applicable requirement should preserve both the conclusion and its limits. For education for people and planet, the correction record should state what the new evidence changes and which earlier conclusions or decisions require review.
In examining education for people and planet: translating the 2030 Agenda into institutional evidence, evidence should demonstrate both operating practice and the result produced.