{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-fdd4327615396dbc","slug":"2009-12-14-the-bel-m-framework-for-action-quality-expectations-for-adult-learning","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2009-12-14","last_modified_date":"2009-12-14","title":"The Belém Framework for Action: quality expectations for adult learning","summary":"Sets out the scope, decision criteria and evidential basis relevant to the Belém Framework for Action: quality expectations for adult learning.","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":"Sixth International Conference on Adult Education","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["The sixth International Conference on Adult Education provides the immediate context for the Belém Framework for Action. Application of the relevant requirement should distinguish mandatory conditions, recommendations and illustrative methods. An alternative method may be accepted where it demonstrates the same outcome."]},{"heading":"Applicable scope","paragraphs":["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. Its implementation requires reliable participation and outcome information, recognition of diverse learning settings and attention to adults who face the greatest barriers to access and completion.","Application of the assurance question should distinguish mandatory conditions, recommendations and illustrative methods. Public information on the assurance question should state the applicable scope and limitations in terms that affected users can understand, including the basis for any later correction. Learners should understand arrangements that materially affect them and have access to timely correction of inaccurate or unfair information, support or decisions."],"bullets":["Assess the stated competence.","Recognise prior learning against published criteria, identifying the accountable function and affected scope.","Maintain portable records.","Remove avoidable participation barriers.","Review claims against evidence before using it to determine a learner or provider outcome."]},{"heading":"Implementation and evidence","paragraphs":["The historical reference basis is the sixth International Conference on Adult Education. Its relevance to the Belém Framework for Action should be assessed against the affected jurisdiction, learner population and form of provision.","Interpretation of the assurance question should identify the required outcome, the scope to which it applies and the evidence capable of demonstrating effective operation. The evidential basis for the assurance question should identify source, period, coverage and material limitations. Corroboration is required where a single record cannot support the decision. Review should test the transfer points at which authority, information or follow-through may be lost. In relation to the Belém Framework for Action, the decision question, affected scope and measure should align; otherwise the conclusion may be unsupported despite substantial documentation."]},{"heading":"Assessment of conformity","paragraphs":["Responsibility for the Belém Framework for Action should be visible at the point where consequential decisions are made. Records concerning the relevant requirement should remain traceable from source evidence to decision and follow-up. Superseded conclusions should be retained where they informed a material outcome. A decision should not be closed at the operating level where material impact, conflict or a significant evidential gap remains unresolved.","The assurance record for the relevant requirement should permit another competent reviewer to understand the evidence, method, judgement and treatment of material exceptions. In the present context, barriers created by time, cost or location, short programmes making unsupported outcome claims and fragmented learner records may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage. The test should deliberately include exceptions and cases in which the expected outcome was not achieved."],"bullets":["What outcome is intended?","Who controls each stage?","What action is required by the finding?","Where do exceptions occur?","Which evidence establishes operation?"]},{"heading":"Review and corrective action","paragraphs":["Relevant evidence for the Belém Framework for Action will normally include transparent fees and recognition information, learner and employer feedback where appropriate, defined learning and competence outcomes, completion and progression data, and assessment in relevant contexts. An unresolved contradiction is a limitation on the conclusion and should be reported as such.","The review method for the assurance question should connect the question under examination to suitable evidence and a conclusion no broader than the tested scope. The principal risks associated with the control should be assessed as connected conditions. An isolated incident and a recurring or systemic condition require different findings and responses. Findings should state the affected scope and required action; an observation should not be represented as evidence of conformity or effectiveness."]},{"heading":"Review and corrective action","paragraphs":["Interpretation of the Belém Framework for Action should produce a test that another competent reviewer can apply to comparable evidence.","The evidential basis for the relevant requirement should identify source, period, coverage and material limitations. Review of the stated expectation should give particular attention to adverse cases, unequal effects and errors that learners may be unable to identify or remedy after the event. Consideration of the assurance question should remain focused on demonstrable operation, material effects and the action required where the intended outcome is not achieved. They should not be attributed to a programme without an appropriate design and comparison. In relation to the Belém Framework for Action, material uncertainty should result in further enquiry or an expressly limited finding.","Public information on the control should state the applicable scope and limitations in terms that affected users can understand, including the basis for any later correction. New evidence should trigger a traceable correction and review of decisions materially affected by the earlier conclusion.","Responsibility for the control should be identifiable at each consequential decision point. The responsible authority remains accountable for material learner effects despite operational delegation.","For the issue under review, the implementation record should distinguish binding duties, policy expectations and institutional choices, including any transition or jurisdictional limitation. Improvement should be supported by evidence and an accountable decision record capable of public scrutiny."]}],"word_count":828,"content_hash":"sha256-6d6321e1a7e651ba6f130ed70dfccc95aecee43bf3060564294beb3be6bfd4d8","seo_keywords":["the Belém Framework for Action","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}