Competence requirements supporting learning continuity

Scope and application of competence requirements supporting learning continuity

Its relevance to learning continuity should be assessed against the affected jurisdiction, learner population and form of provision.

In the context of learning continuity, the applicable expectation should be capable of consistent application.

Relevant evidence for the applicable requirement will normally include a current continuity plan with decision thresholds, data backup and recovery tests, review of temporary measures and return criteria, records of affected learners and essential services, and alternative delivery and accessibility arrangements. Across the defined scope, currency, provenance and representativeness should be established before evidence is used for assurance. For learning continuity, an unresolved contradiction is a limitation on the conclusion and should be reported as such.

Application to competence requirements supporting learning continuity

For learning continuity, the public interest is not confined to institutional compliance.

Risk assessment should give particular attention to temporary measures becoming permanent without review, unequal access to replacement provision, and loss or corruption of learner records. A provider should also consider unsafe or unsuitable learning arrangements and loss of contact with learners.

• Prioritise learners facing the greatest barriers.
• Identify essential education and protection functions.
• Review the validity of assessment before using it to determine a learner or provider outcome.
• Authorise and record temporary changes.
• Define the conditions for restoration or further adaptation before it informs a consequential decision.

Controls for competence requirements supporting learning continuity

Authorities and providers reviewing learning continuity should proceed in a defined sequence.

The final record on the matter should identify the applicable expectation, the relevant scope, the evidence examined, the sampling basis, material exceptions and the reason for the conclusion. The approving record should explain how an alternative approach satisfies the governing requirement.

Interpretation of the applicable requirement should not extend beyond the population, period and setting examined. For decisions concerning learning continuity, continuity should not be measured only by whether teaching activity continues.

For learning continuity, decisions concerning the matter should remain traceable to the information available for the stated reference period. Across the defined scope, a revision should state whether the change concerns the underlying condition, the evidence, the method or the interpretation.

Review of competence requirements supporting learning continuity

Public reporting on learning continuity should distinguish established fact, analytical judgement and planned action.

The objective for learning continuity should be explicit, the evidence proportionate and learner impact visible. The decision record for learning continuity should state the unsupported element and the further work required.