{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-9ca99290035c64d1","slug":"2006-12-21-key-competences-for-lifelong-learning-implications-for-curriculum-evidence","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2006-12-21","last_modified_date":"2006-12-21","title":"Key competences for lifelong learning: implications for curriculum evidence","summary":"Sets out the scope, decision criteria and evidential basis relevant to key competences for lifelong learning: implications for curriculum evidence.","category":{"code":"STANDARDS_INTERPRETATION","label":"Standards Interpretation"},"article_type":"Standards interpretation","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"Recommendation adopted on 18 December 2006","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["At the publication date, Recommendation adopted on 18 December 2006 provides the relevant international context for key competences for lifelong learning. Any consequential application still requires evidence from the affected jurisdiction or institution. Interpretation of the relevant requirement should identify the required outcome, the scope to which it applies and the evidence capable of demonstrating effective operation. Assessment should focus on the public outcome rather than presume one administrative arrangement.","The Recommendation on the relevant requirement sets out a common European reference covering eight competence areas. It treats competence as a combination of knowledge, skills and attitudes and links school education with adult learning, employability, social inclusion and active citizenship. Implementation therefore concerns curriculum, teaching, assessment and access to continuing learning, not the relabelling of existing subjects alone."]},{"heading":"Scope and application of key competences for lifelong learning","paragraphs":["In relation to key competences for lifelong learning, this distinction protects learners from overstated claims and enables providers to plan against a defined obligation.","The required public outcome should be stated in operational terms. Public information on the relevant requirement should state the applicable scope and limitations in terms that affected users can understand, including the basis for any later correction. Assurance should not stop at adoption, resourcing or completion of administrative tasks. Assurance concerning the assurance question should state the scope examined, evidence relied upon and any condition preventing a complete conclusion. Unsupported elements should remain open.","A focused examination of the stated expectation requires a clear analytical discipline. Oversight of the assurance question should reflect the principle that the subject should be examined as a connected system of policy, people, resources, decisions and evidence. Particular attention should be given to interfaces where responsibility or records pass from one function to another. A formally complete record is not reliable if its scope or measure does not correspond to the decision being made.","Governance of the stated expectation requires a clear allocation of authority, information and follow-through. A material issue should not remain with a function lacking authority to resolve it. Oversight of the assurance question should reflect the principle that conformity should not be inferred from a policy document alone; operating records and outcomes should show that the stated arrangements are in use. Criteria affecting learners should not permit materially different interpretation without an evidenced reason.","A narrow control over the stated expectation may create false assurance. Reporting on the control should distinguish established fact, analytical judgement and planned action. Material revisions should retain their reason and effective date. A sample confined to compliant cases cannot establish the reliability of the control.","Any indicator used in relation to the relevant requirement should distinguish description from causal explanation. Interpretation should retain uncertainty, distributional differences and limits on generalisation. A reasoned conclusion on the stated expectation should reconcile the governing expectation, evidence of operation, learner outcomes and unresolved risk. A selected successful case is not sufficient. In relation to key competences for lifelong learning, the record should retain disagreement between sources until its cause and effect are understood."]},{"heading":"Evidence required","paragraphs":["Review of key competences for lifelong learning should follow a stated and reproducible method, including the decision rule, sampling basis, treatment of exceptions and threshold for escalation. A competent review of the stated expectation 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. The review record should preserve exceptions capable of showing a weakness in design, implementation or coverage.","Interpretation of the issue under review should produce a test that another competent reviewer can apply to comparable evidence.","Conclusions concerning the relevant requirement require careful treatment of scope and evidential limits. Oversight of the stated expectation should reflect the principle that employment outcomes are affected by economic and labour-market conditions as well as education. They should not be attributed to a programme without an appropriate design and comparison. Risk assessment for the control should consider severity, reach, duration, recurrence and detectability, with escalation where learner impact may be material. Limitations should be prominent wherever the finding may influence a consequential decision.","Records relating to the assurance question should preserve both the conclusion and its limits. The correction record should state what the new evidence changes and which earlier conclusions or decisions require review. Where reliance has occurred, correction may require review of affected decisions as well as amendment of published information.","Governance of the relevant requirement requires a clear allocation of authority, information and follow-through. Evidence of material risk should be placed before the body with authority to act, together with a traceable decision. Responsibility for the issue under review should be identifiable at each consequential decision point. Delegation should identify both the operating role and the body retaining oversight of learner impact.","The measure of progress on the relevant requirement is not the amount of policy or documentation produced."]}],"word_count":813,"content_hash":"sha256-e9ecacd43158f53e57338194e54cb3c7ab478a8d3d8842a774abee6b97ddca51","seo_keywords":["key competences for lifelong learning","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}