{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-d0779e02f1a1c913","slug":"2009-12-10-independent-review-of-adult-learning-policy","language":"en","publication_status":"PUBLISHED","publication_date":"2009-12-10","last_modified_date":"2009-12-10","title":"Independent review of adult learning policy","summary":"Explains the application of adult learning policy, including scope, evidential sufficiency, accountable decisions and justified exceptions.","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":"Belém Framework for Action adopted in December 2009","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["The Belém Framework for Action adopted in December 2009 provides the immediate reference point for consideration of adult learning policy in 2009. The applicable expectation should be stated precisely enough to support consistent decisions without displacing applicable law or justified professional judgement.","The Belém Framework for Action was adopted at the Sixth International Conference on Adult Education in December 2009. It addresses policy, governance, financing, participation, inclusion, equity and quality in adult learning and education. Examination of the matter should include the experience of affected learners, particularly where aggregate reporting may conceal exclusion, delay or unequal treatment."]},{"heading":"Meaning in practice","paragraphs":["The Belém Framework for Action adopted in December 2009 provides a policy reference for adult learning policy. For adult learning policy, this distinction protects learners from overstated claims and enables providers to plan against a defined obligation.","In the context of adult learning policy, the required public outcome should be stated in operational terms. For the stated expectation, flexible learning should remain transparent about entry requirements, learning outcomes, assessment, progression and the uses for which a qualification or record is intended. When examining adult learning policy, the existence of an approved measure or completed activity is not evidence of educational effect.","Interpretation of independent review of the stated expectation should identify the required outcome, the scope to which it applies and the evidence capable of demonstrating effective operation. Reporting on the relevant requirement should distinguish established fact, analytical judgement and planned action. Material revisions should retain their reason and effective date. Organisational location alone does not establish independence.","For decisions concerning adult learning policy, responsibility should be identifiable at the point where consequential decisions are made. The principal risks associated with the assurance question should be assessed as connected conditions. Arrangements for the stated expectation should provide accurate information, timely support and an accessible route for correction or review without adverse treatment.","The principal risks in relation to the relevant requirement are weak connection between training and intended competence, prior learning assessed inconsistently, fragmented learner records, and short programmes making unsupported outcome claims. The risks are connected, and failure of one safeguard may disable or conceal another. In work concerning adult learning policy, documents should be tested against the decision process they record and the outcome that followed.","Public information on the stated expectation should state the applicable scope and limitations in terms that affected users can understand, including the basis for any later correction. As regards adult learning policy, evidence outside the relevant period or scope should be identified and given no more weight than its limitations permit. Where adult learning policy is under review, an unresolved contradiction is a limitation on the conclusion and should be reported as such."]},{"heading":"Responsibilities and material risks","paragraphs":["Implementation of adult learning policy can be tested without imposing unnecessary reporting. For the assurance question, the reviewer should define the review question and criteria, record competence and conflicts, preserve access to relevant evidence, and protect the reviewer’s ability to report adverse findings. Review of the assurance question should give particular attention to adverse cases, unequal effects and errors that learners may be unable to identify or remedy after the event. For the assessment of adult learning policy, existing records may be used if reliable and relevant, but data collected for another purpose may not answer the assurance question.","Assurance concerning adult learning policy should be expressed at the level established by the evidence.","The evidential basis for the stated expectation should identify source, period, coverage and material limitations. Corroboration is required where a single record cannot support the decision. A prescribed method should not be treated as the only acceptable method where another approach establishes the same outcome with equivalent evidence. 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. In the context of adult learning policy, decision-makers should not extend assurance beyond the point supported by the available evidence.","When examining adult learning policy, records relating to the relevant requirement should preserve both the conclusion and its limits. For decisions concerning adult learning policy, a changed evidential position should be applied to the affected scope, including prior decisions that may no longer be reliable.","Public reporting on the assurance question should distinguish established fact, analytical judgement and planned action. Reporting on the control should distinguish established fact, analytical judgement and planned action. In work concerning adult learning policy, if definitions, coverage or evidence alter an earlier conclusion, the reason should be stated so that revision is not mistaken for changed performance.","Assurance concerning the control should state the scope examined, evidence relied upon and any condition preventing a complete conclusion. Unsupported elements should remain open. The public-interest assessment of the issue under review should consider access, learning, fair treatment and the reliability of information on which learners make consequential decisions. The decision record for adult learning policy should state the unsupported element and the further work required."]}],"word_count":822,"content_hash":"sha256-fe4d493146791012590d8fa1c4f90f281c078d15e77239f918e6e57eb05bb4ef","seo_keywords":["independent review of adult learning policy","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}