{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-cc54b7025c516110","slug":"2010-09-08-materiality-in-the-review-of-education-for-marginalized-learners","language":"en","publication_status":"PUBLISHED","publication_date":"2010-09-08","last_modified_date":"2010-09-08","title":"Materiality in the review of education for marginalized learners","summary":"Sets out the scope, decision criteria and evidential basis relevant to education for marginalized learners, including the treatment of material limitations.","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":"2010 Education for All monitoring focus","reference_authority":"United Nations Educational, Scientific and Cultural Organization","sections":[{"heading":null,"paragraphs":["In 2010, consideration of materiality in the review of education for marginalized learners must take account of the 2010 Education for All monitoring focus and the responsibilities it places before education systems. The requirement should be read as an assurance obligation: the provider must be able to explain the control, show its operation and account for material exceptions. The relevant concern is the effect of consequential decisions on learners, institutions and resources entrusted for education. For education for marginalized learners, the appropriate administrative form will depend on the jurisdiction and the allocation of lawful responsibility."]},{"heading":"Applicable scope","paragraphs":["In the context of education for marginalized learners, the 2010 Education for All Global Monitoring Report, Reaching the Marginalized, examines groups left behind by aggregate progress. It gives particular weight to overlapping disadvantage and to the need for disaggregated evidence. Policy assessment should therefore ask which learners remain outside provision, which barriers operate together and whether targeted measures improve participation and learning without creating new forms of exclusion.","The quality significance of materiality in the review of education for marginalized learners follows from a basic distinction between availability and effective provision. For the control, education systems should examine not only who enters education, but who can participate effectively, progress and complete with the intended learning outcomes. When examining education for marginalized learners, review should cover the stages at which learners receive information, provision, assessment, support and remedy."],"bullets":["Monitor progression at useful intervals.","Review policies that create avoidable exclusion.","Target support transparently.","Report limitations in available data.","Identify groups not represented in aggregate results."]},{"heading":"Implementation and evidence","paragraphs":["The relevance of the 2010 Education for All monitoring focus is contextual. Consequential findings on materiality in the review of education for marginalized learners require current, attributable evidence for the scope concerned. Reporting should preserve the different status of facts, public expectations and choices made by institutions.","Review of the stated expectation should be based on a stated method rather than general assurance. For decisions concerning education for marginalized learners, materiality should be judged by the possible effect on learning, safety, rights, recognition, public resources and the reliability of a consequential decision. In work concerning education for marginalized learners, decision-makers should receive an intelligible account of how the result was reached and where it should not be applied."]},{"heading":"Assessment of conformity","paragraphs":["A proper review of materiality in the review of education for marginalized learners should establish the intended outcome before selecting controls or indicators. Evidence is sufficient when it is current, attributable, representative of the relevant scope and capable of being reconciled with other available records. As regards education for marginalized learners, a chosen approach should be justified against its context, with departures and review points under documented control.","Risk assessment of the stated expectation should give particular attention to completion measures detached from learning, attrition detected too late, and aggregate gains concealing excluded groups. A provider should also consider admission without adequate support and support allocated without evidence of need."],"bullets":["Can the harm be corrected?","Who has authority to accept the residual risk?","Is the issue recurring or systemic?","How many learners may be affected?","What is the possible effect?"]},{"heading":"Review and corrective action","paragraphs":["Where education for marginalized learners is under review, the evidential record should be limited to material that can answer the question under review. For materiality in the review of education for marginalized learners, the most relevant material is likely to include learner feedback and complaints, progression and early-warning information, clearly defined access and completion indicators, and records of barriers and support. For the assessment of education for marginalized learners, each source has limitations; confidence depends on corroboration between independent records and transparent treatment of uncertainty.","Authorities and providers reviewing the control should proceed in a defined sequence. Review of the relevant requirement should define escalation thresholds before reviewing cases, consider severity, reach, duration, recurrence and detectability, and record the reason for the final classification. 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":["Assurance concerning materiality in the review of education for marginalized learners should be expressed at the level established by the evidence.","Interpretation of the stated expectation should avoid two errors: treating a formal commitment as proof of effect, and treating one adverse case as proof that every part of the system has failed. Equal treatment does not necessarily produce equitable access or outcomes. For education for marginalized learners, different support may be justified where it addresses a documented barrier without changing the required educational outcome. A prescribed method should not be treated as the only acceptable method where another approach establishes the same outcome with equivalent evidence.","Records relating to the stated expectation should preserve both the conclusion and its limits. In the context of education for marginalized learners, the correction record should state what the new evidence changes and which earlier conclusions or decisions require review. When examining education for marginalized learners, where reliance has occurred, correction may require review of affected decisions as well as amendment of published information.","Public reporting on education for marginalized learners should distinguish established fact, analytical judgement and planned action. In work concerning education for marginalized learners, material revisions should be traceable to their reason and effective date.","As regards education for marginalized learners, progress should not be assessed by the amount of policy or documentation produced. Where education for marginalized learners is under review, the relevant measure is demonstrated public benefit, including detection and correction of material variation."]}],"word_count":907,"content_hash":"sha256-1ede67b7cc610d7382db124dbd08e084b2f262e55d488ca73e98512498f32ae8","seo_keywords":["materiality in the review of education for marginalized learners","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}