{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-ae062c97f032c0ad","slug":"2011-10-24-targeted-review-of-teacher-deployment-in-emergencies","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2011-10-24","last_modified_date":"2011-10-24","title":"Targeted review of teacher deployment in emergencies","summary":"Provides an evidence-led method for improving targeted review of teacher deployment in emergencies, from definition of the problem to review of effectiveness and residual risk.","category":{"code":"QUALITY_IMPROVEMENT_METHODS","label":"Quality Improvement Methods"},"article_type":"Quality improvement method","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"2011 conflict and education agenda","reference_authority":"United Nations Educational, Scientific and Cultural Organization","sections":[{"heading":null,"paragraphs":["Current consideration of teacher deployment in emergencies is informed by the 2011 conflict and education agenda, with consequences for governance, evidence and the treatment of affected learners. The analysis of the improvement objective proceeds on the basis that the method set out here treats improvement as a controlled cycle of diagnosis, action, measurement and review. The unit of review should correspond to the full reach of the decision, including significant differences in provision and population.","The circumstances described by the 2011 conflict and education agenda are developing and may differ materially between locations. Decisions on the issue under review should therefore be based on verified information available for the affected community and should be reviewed as conditions change. Temporary measures require recorded authority, learner communication and an end or review point; urgency does not remove the need to preserve safety, fair treatment and reliable records.","The system and institutional dimensions of the improvement objective should be considered together. Oversight of the improvement objective should reflect the principle that education quality depends on sufficient numbers of competent staff who are prepared, supported and assigned work they can perform effectively."]},{"heading":"Improvement objective and baseline","paragraphs":["The 2011 Education for All Global Monitoring Report, The Hidden Crisis: Armed Conflict and Education, examines the effects of violence, displacement and insecurity on access, finance and learning. It also addresses protection and the role of education in conflict-affected settings. Continuity measures should preserve safe access and records while avoiding arrangements that expose learners, deepen exclusion or weaken the reliability of education outcomes.","The technical issue within teacher deployment in emergencies concerns the basis on which a conclusion is reached. The analysis of the intervention proceeds on the basis that the subject should be examined as a connected system of policy, people, resources, decisions and evidence. Transfer points should be tested because responsibility and information may be lost between otherwise sound functions. In relation to targeted review of teacher deployment in emergencies, any condition preventing complete assurance should appear with the evidence on which the judgement relies.","A proper review of the improvement objective should establish the intended outcome before selecting controls or indicators. The principal risks associated with the improvement objective should be assessed as connected conditions. A chosen approach should be justified against its context, with departures and review points under documented control."]},{"heading":"Controls and accountable action","paragraphs":["A narrow control over teacher deployment in emergencies may create false assurance. In the present context, professional learning disconnected from practice, weak evaluation of teaching support and use of staff outside their competence may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage. Adverse cases should form part of the sample wherever they may reveal a material control weakness.","The evidential record for the corrective programme should permit a reviewer to trace the matter from decision to outcome. This may require observation and learner feedback, induction and professional learning participation, workforce plans and vacancy information, and workload and allocation data, supported by retention and continuity indicators and support and supervision records. In relation to targeted review of teacher deployment in emergencies, further cases should be examined when the initial sample does not represent the affected scope or confirm sustained correction.","For operational examination of the matter, authorities and providers should proceed in a defined sequence. The method for the issue under review is to map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. Where evidence indicates a shared cause or broader reach, the response should extend beyond the initial case."]},{"heading":"Evidence of effect","paragraphs":["Improvement of teacher deployment in emergencies should proceed through controlled tests where risk permits.","Findings on the corrective programme should preserve material uncertainty and limits on application. In reviewing the improvement objective, qualifications and participation in training are inputs. For the practice, improvement data should not be selected only because it is readily available. A finding should not be separated from limitations capable of changing how it is understood or applied.","Traceability is necessary for accountable decision-making and fair correction. For the corrective programme, the responsible body should be able to identify the evidence considered, the judgement made, the person or body authorised to make it and the action that followed. A material amendment should record its reason and effective date, preserving the information basis of earlier decisions.","Accountability for the practice should follow decision-making authority. Evidence of material risk should be placed before the body with authority to act, together with a traceable decision.","The measure of progress on the intervention is not the amount of policy or documentation produced. The relevant measure is demonstrated public benefit, including detection and correction of material variation."]}],"word_count":773,"content_hash":"sha256-2ea4c1da1d292e2c1589fae21d70de45eb97e70797a48435e8658188a1fcea60","seo_keywords":["targeted review of teacher deployment in emergencies","education quality improvement","education quality","ICEQC"],"schema_type":"TechArticle"}