{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-6dd844e69810f415","slug":"2014-07-30-applying-a-risk-based-standard-to-inclusive-access","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2014-07-30","last_modified_date":"2014-07-30","title":"Applying a risk-based standard to inclusive access","summary":"Explains how applying a risk-based standard to inclusive access should be applied in practice, including scope, evidential sufficiency, accountable decisions and justified.","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":"Equity and post-2015 policy priorities","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["The equity and post-2015 policy priorities provide the immediate context for a risk-based standard to inclusive access. Review of applying a risk-based standard to the issue under review should give particular attention to adverse cases, unequal effects and errors that learners may be unable to identify or remedy after the event. Arrangements for the assurance question should provide accurate information, timely support and an accessible route for correction or review without adverse treatment.","At the publication date, Equity and post-2015 policy priorities provide the relevant international context for applying the relevant requirement. Any consequential application still requires evidence from the affected jurisdiction or institution. Decision-makers should state which matters are evidenced, which express policy and which require authorised judgement. That distinction should remain visible in the decision record, public reporting and later review."]},{"heading":"Meaning in practice","paragraphs":["The principal risks associated with inclusive access should be assessed as connected conditions. For the stated expectation, education systems should examine not only who enters education, but who can participate effectively, progress and complete with the intended learning outcomes. The public-interest assessment of the relevant requirement should consider access, learning, fair treatment and the reliability of information on which learners make consequential decisions.","A proportionate examination of the relevant requirement should test routine operation together with adverse and exceptional cases across the relevant delivery settings. The principal risks associated with the relevant requirement should be assessed as connected conditions. The assurance record for the stated expectation should permit another competent reviewer to understand the evidence, method, judgement and treatment of material exceptions. Analysis of the control should state the unit of analysis, reference period, coverage, exclusions and treatment of missing information. Material differences in population, setting or method should remain explicit in any comparison.","The governing expectation for the assurance question should be capable of consistent application. Risk assessment for applying the control should consider severity, reach, duration, recurrence and detectability, with escalation where learner impact may be material. Public information on the relevant requirement should state the applicable scope and limitations in terms that affected users can understand, including the basis for any later correction.","Assurance of the matter should draw on more than one form of evidence. Useful records include disaggregated participation and outcome data, records of barriers and support, clearly defined access and completion indicators, resource allocation by need, and evaluation of interventions. A reasoned conclusion on the assurance question should reconcile the governing expectation, evidence of operation, learner outcomes and unresolved risk. A selected successful case is not sufficient."],"bullets":["Report limitations in available data.","Evaluate differential outcomes.","Analyse barriers across the learner journey.","Review policies that create avoidable exclusion.","Target support transparently."]},{"heading":"Responsibilities and material risks","paragraphs":["Data used for inclusive access should be interpreted against stable definitions and an identifiable population. Apparent movement caused by revision should not be attributed to educational performance. The principal risks associated with applying a risk-based standard to the stated expectation should be assessed as connected conditions. Governance of the stated expectation requires a clear allocation of authority, information and follow-through. Escalation should place material evidence before the authority capable of an effective response.","Implementation of the control can be tested without imposing unnecessary reporting. In reviewing the stated expectation, responsible bodies should define escalation thresholds before reviewing cases, consider severity, reach, duration, recurrence and detectability, and record the reason for the final classification.","The final record on the stated expectation should identify the applicable expectation, the relevant scope, the evidence examined, the sampling basis, material exceptions and the reason for the conclusion. Equivalent methods should be assessed by demonstrated result, with the basis for acceptance retained. Assurance concerning the relevant requirement should state the scope examined, evidence relied upon and any condition preventing a complete conclusion. Unsupported elements should remain open.","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. For the control, equal treatment does not necessarily produce equitable access or outcomes. Responsibility for the control should be identifiable at each consequential decision point. Delegation should identify both the operating role and the body retaining oversight of learner impact.","Delegating operational work does not transfer accountability for its effect on learners. The record for the relevant requirement should identify the responsible function, decision authority and escalation route. A decision concerning the stated expectation should identify its basis, affected scope and responsible authority, together with any limitation requiring further review.","Accountability for the control should follow decision-making authority. The principal risks associated with the assurance question should be assessed as connected conditions. In relation to applying a risk-based standard to inclusive access, operational tasks may be delegated, but accountability for material effects on learners must remain identifiable.","Interpretation of the relevant requirement should identify the required outcome, the scope to which it applies and the evidence capable of demonstrating effective operation. In relation to applying a risk-based standard to inclusive access, institutional improvement and public confidence both depend on transparent responsibility and credible evidence."]}],"word_count":832,"content_hash":"sha256-0a38362aa422a1c7e18c039142fc6a30dff4e4bebcb16e99aa8624b47818c967","seo_keywords":["applying a risk-based standard to inclusive access","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}