{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-61d8873510636b9d","slug":"2015-06-26-evidence-across-delivery-settings-for-qualification-recognition","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2015-06-26","last_modified_date":"2015-06-26","title":"Evidence across delivery settings for qualification recognition","summary":"Sets out the scope, decision criteria and evidential basis relevant to evidence across delivery settings for qualification recognition.","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":"Mobility and fair recognition priorities","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["The policy and evidence context for qualification recognition has been materially shaped by the mobility and fair recognition priorities. The control, consistent application requires a clear distinction between the required result, recommended methods and examples that may assist implementation. The response should be proportionate to risk while preserving access, learning, fair treatment and reliable learner information.","The relevance of the mobility and fair recognition priorities is contextual. Consequential findings on the stated expectation require current, attributable evidence for the scope concerned. Authorities and providers should distinguish established fact, policy expectation and matters left to institutional judgement. That distinction should remain visible in the decision record, public reporting and later review.","The record for the stated expectation should identify the responsible function, decision authority and escalation route. The control, conformity should not be inferred from a policy document alone; operating records and outcomes should show that the stated arrangements are in use. Definitions should provide a stable basis for decisions while allowing relevant differences to be identified and justified."]},{"heading":"Scope and application","paragraphs":["The system and institutional dimensions of qualification recognition should be considered together. The analysis of the assurance question proceeds on the basis that learners should receive accurate information about the status, level, content and recognition of learning before committing time or money across jurisdictions. In relation to evidence across delivery settings for qualification recognition, neither public oversight nor provider control removes the responsibilities assigned to the other level.","The analysis of the issue under review should make its decision rule explicit. The analysis of the assurance question proceeds on the basis that the subject should be examined as a connected system of policy, people, resources, decisions and evidence. Assurance should examine the complete process, including each change in custody, authority or decision ownership. The method should prevent an unfavourable result from being dismissed through an unrecorded change in interpretation.","The principal risks in relation to the assurance question are unclear awarding responsibility, loss of records across borders, jurisdictional uncertainty in complaints, and claims that overstate recognition or transferability. The risks are interdependent; failure of one control may conceal or disable another. In relation to evidence across delivery settings for qualification recognition, documents should be tested against the decision process they record and the outcome that followed.","Each source should have a stated purpose in supporting or limiting the conclusion. For the stated expectation, the most relevant material is likely to include documented credit and recognition decisions, published admission and recognition criteria, outcomes for mobile and non-mobile learners, and clear identification of providers and awarding bodies."]},{"heading":"Evidence required","paragraphs":["A proportionate method is available for qualification recognition. A competent review of the relevant requirement should map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. An isolated incident and a recurring or systemic condition require different findings and responses. The review record should preserve exceptions capable of showing a weakness in design, implementation or coverage.","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. No complete conclusion should be recorded while a material evidential limitation remains.","Decisions concerning the control should remain traceable to the information available for the stated reference period. Changes in condition, evidence, method and interpretation should be recorded separately when a conclusion is revised."]},{"heading":"Decision criteria and exceptions","paragraphs":["Proportionality in relation to qualification recognition does not mean reduced protection for learners exposed to greater risk. A decision concerning the relevant requirement should recognise that transparency supports fair decision-making but does not make qualifications automatically equivalent. The basis and intended use of recognition should be explicit in each consequential decision. In reviewing the assurance question, a prescribed method should not be treated as the only acceptable method where another approach establishes the same outcome with equivalent evidence. No exception should continue without a documented basis, accountable approval and scheduled review.","Accountability for the issue under review should follow decision-making authority.","The measure of progress on the assurance question is not the amount of policy or documentation produced. The relevant measure is demonstrated public benefit, including detection and correction of material variation.","At the publication date, assurance should be confined to the stated scope and the evidence then available under Mobility and fair recognition priorities. Later guidance or a change in practice requires a separate review. It should not be used to imply that an earlier requirement, interpretation or operating condition existed before it was established."]}],"word_count":763,"content_hash":"sha256-a2addccd389ef51b9aa933e54525609321951793b292bdd6621fdcdbdd5b4a4a","seo_keywords":["evidence across delivery settings for qualification recognition","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}