{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-542bf0cb0dcb4c54","slug":"2013-09-19-the-post-2015-education-agenda-retaining-quality-equity-and-accountability-as-indivisible-objectives","language":"en","publication_status":"PUBLISHED","publication_date":"2013-09-19","last_modified_date":"2013-09-19","title":"The post-2015 education agenda: retaining quality, equity and accountability as indivisible objectives","summary":"Examines post-2015 education agenda through retaining quality, equity and accountability as indivisible objectives.","category":{"code":"POLICY_AND_REGULATORY_INTERPRETATION","label":"Industry Policy and Regional Regulatory Interpretation"},"article_type":"Policy and regulatory analysis","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"International post-2015 consultations","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["The international post-2015 consultations provide the immediate reference point for consideration of the post-2015 education agenda in 2013. In this case, this matter should be read as a question of public administration and learner protection, not as a statement that one institutional model is suitable in every jurisdiction. For post-2015 education agenda, the unit of review should correspond to the full reach of the decision, including significant differences in provision and population.","Risk assessment of the policy matter should give particular attention to completion measures detached from learning, support allocated without evidence of need, and attrition detected too late. A provider should also consider financial or geographic barriers and admission without adequate support."]},{"heading":"Policy context for the post-2015 education agenda","paragraphs":["In the context of post-2015 education agenda, responsibility should be identifiable at the point where consequential decisions are made. Oversight should test whether formal commitments are reflected in decisions, resource allocation, provider conduct and accessible routes for review. When examining post-2015 education agenda, escalation should follow whenever the available record cannot support a safe conclusion for the affected learners.","The stated reference is the international post-2015 consultations. Application to the affected arrangements depends on evidence from the relevant jurisdiction or institution. Reporting should preserve the different status of facts, public expectations and choices made by institutions.","For decisions concerning post-2015 education agenda, 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 work concerning post-2015 education agenda, an imprecise scope or measure may produce a credible-looking record that does not answer the relevant decision question."],"bullets":["Monitor progression at useful intervals.","Review policies that create avoidable exclusion, identifying the accountable function and affected scope.","Analyse barriers across the learner journey.","Target support transparently.","Report limitations in available data before it informs a consequential decision."]},{"heading":"Responsibilities and affected parties","paragraphs":["Proportionality in relation to the post-2015 education agenda does not mean reduced protection for learners exposed to greater risk. For the implementation question, equal treatment does not necessarily produce equitable access or outcomes. As regards post-2015 education agenda, different support may be justified where it addresses a documented barrier without changing the required educational outcome. For the relevant measure, a policy direction should not be presented as a uniform legal obligation where national implementation differs. Where post-2015 education agenda is under review, providers remain responsible for identifying the requirements that apply to their own activities. The record for post-2015 education agenda should identify the reason, approving authority, period of operation and date for reconsideration.","Collection should follow a stated evidential need, not the accidental availability of particular records. For the implementation question, the most relevant material is likely to include clearly defined access and completion indicators, evaluation of interventions, learner feedback and complaints, and records of barriers and support. For post-2015 education agenda, confidence is strengthened by corroboration, not by the volume of records drawn from the same underlying source.","In the context of post-2015 education agenda, decisions concerning the relevant measure should remain traceable to the information available for the stated reference period. When examining post-2015 education agenda, a revision should state whether the change concerns the underlying condition, the evidence, the method or the interpretation."]},{"heading":"Implementation risks","paragraphs":["For decisions concerning post-2015 education agenda, the method for the affected arrangements is to map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. Recurrence, common cause or wider exposure requires systemic action in addition to correction of individual cases. In work concerning post-2015 education agenda, contrary evidence should not be removed merely because aggregate performance appears acceptable.","As regards post-2015 education agenda, the implementation record for the implementation question should identify the instrument being applied, its status, the competent authority, the affected jurisdiction and the action expected of each responsible body. The record should differentiate legal duties, public policy commitments and institutional action. Transition arrangements require defined dates, protections during implementation and a scheduled assessment of readiness."],"bullets":["What action is required by the finding?","Who controls each stage?","Which evidence establishes operation?","Where do exceptions occur?","What outcome is intended?"]},{"heading":"Oversight and follow-up","paragraphs":["For the post-2015 education agenda, the public interest is not confined to institutional compliance. Education systems should examine not only who enters education, but who can participate effectively, progress and complete with the intended learning outcomes. Where post-2015 education agenda is under review, learners should understand arrangements that materially affect them and have access to timely correction of inaccurate or unfair information, support or decisions.","For the assessment of post-2015 education agenda, for the implementation question, governing bodies should receive a concise account of the intended result, affected scope, principal risks, evidence limitations and unresolved exceptions. For post-2015 education agenda, the action record should identify who is responsible and when implementation is due. In the context of post-2015 education agenda, closure requires evidence that the condition has changed; completion of planned activity is not sufficient.","When examining post-2015 education agenda, a complete conclusion on the affected arrangements requires evidence extending beyond an individual measure or safeguard."]}],"word_count":844,"content_hash":"sha256-0df669881e387d8f0a6dbaf50f9b519e7eb511fe5bcc7098561bb677ae823236","seo_keywords":["the post-2015 education agenda","education policy and regulation","education quality","ICEQC"],"schema_type":"AnalysisNewsArticle"}