{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-675149622b85ccfe","slug":"2015-12-04-reviewing-practice-against-stated-objectives-for-adult-learning-and-education","language":"en","publication_status":"PUBLISHED","publication_date":"2015-12-04","last_modified_date":"2015-12-04","title":"Reviewing practice against stated objectives for adult learning and education","summary":"Sets out the scope, decision criteria and evidential basis relevant to reviewing practice against stated objectives for adult learning and education.","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":"International recommendation adopted in November 2015","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["In 2015, consideration of adult learning and education must take account of the international recommendation adopted in November 2015 and the responsibilities it places before education systems. Consistent application requires a clear distinction between the required result, recommended methods and examples that may assist implementation."]},{"heading":"Scope and application","paragraphs":["The formal status of the international recommendation adopted in November 2015 should be preserved in any public account. For adult learning and education, the instrument should be used to identify the intended direction, the actors addressed and the implementation measures that remain necessary.","Implementation of the control should be organised around a decision that can be tested. The assessment question is whether the control operates across the relevant sites, programmes, delivery modes and learner groups, including material exceptions. For reviewing practice against stated objectives for adult learning and education, resources and activity should be reconciled with the operating evidence and result for which the responsible function is accountable.","The technical issue within the assurance question concerns the basis on which a conclusion is reached. For the relevant requirement, the subject should be examined as a connected system of policy, people, resources, decisions and evidence. End-to-end assurance is required because individual functions may operate as designed while the combined process fails. In the context of reviewing practice against stated objectives for adult learning and education, any condition preventing complete assurance should appear with the evidence on which the judgement relies.","The evidential record for the assurance question should permit a reviewer to trace the matter from decision to outcome. This may require defined learning and competence outcomes, admission and prior-learning decisions, assessment in relevant contexts, and completion and progression data, supported by learner and employer feedback where appropriate and secure records of achieved learning. When examining reviewing practice against stated objectives for adult learning and education, sampling remains insufficient where it excludes a material group or cannot resolve contradictory evidence or recurrence."]},{"heading":"Evidence required","paragraphs":["The quality significance of adult learning and education follows from a basic distinction between availability and effective provision. Flexible learning should remain transparent about entry requirements, learning outcomes, assessment, progression and the uses for which a qualification or record is intended. For decisions concerning reviewing practice against stated objectives for adult learning and education, assurance should follow the learner journey and test more than a single access point or aggregate result.","A narrow control over the assurance question may create false assurance. In the present context, limited routes for progression, fragmented learner records and short programmes making unsupported outcome claims may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage. In work concerning reviewing practice against stated objectives for adult learning and education, a sample confined to compliant cases cannot establish the reliability of the control."],"bullets":["Maintain portable records.","State the purpose and limits of the learning offer before using it to determine a learner or provider outcome.","Monitor completion and progression.","Assess the stated competence.","Recognise prior learning against published criteria."]},{"heading":"Decision criteria and exceptions","paragraphs":["Review of the assurance question should map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. As regards reviewing practice against stated objectives for adult learning and education, contrary evidence should not be removed merely because aggregate performance appears acceptable.","Where reviewing practice against stated objectives for adult learning and education is under review, the final record on the assurance question 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. A limitation preventing a complete conclusion should remain visible and unresolved until suitable evidence is obtained.","Interpretation of the assurance question should not extend beyond the population, period and setting examined. Employment outcomes are affected by economic and labour-market conditions as well as education. They should not be attributed to a programme without an appropriate design and comparison. For the assessment of reviewing practice against stated objectives for adult learning and education, the volume of documentation is not a measure of conformity. For reviewing practice against stated objectives for adult learning and education, relevance, integrity and coverage are more important than the number of records produced. In the context of reviewing practice against stated objectives for adult learning and education, a finding should not be separated from limitations capable of changing how it is understood or applied.","When examining reviewing practice against stated objectives for adult learning and education, records relating to the relevant requirement should preserve both the conclusion and its limits. For decisions concerning reviewing practice against stated objectives for adult learning and education, if further evidence changes the position, the correction should identify its scope and any earlier decision requiring reconsideration. In work concerning reviewing practice against stated objectives for adult learning and education, this is material where learners, authorities or institutions relied on information that cannot be corrected by replacing the current text alone."]},{"heading":"Continuing assurance","paragraphs":["For adult learning and education, governing bodies should receive a concise account of the intended result, affected scope, principal risks, evidence limitations and unresolved exceptions. As regards reviewing practice against stated objectives for adult learning and education, the action record should identify who is responsible and when implementation is due. Where reviewing practice against stated objectives for adult learning and education is under review, an action may be complete while the underlying condition remains, and the two determinations should be recorded separately.","Progress on reviewing practice against stated objectives for adult learning and education under review is not the amount of policy or documentation produced. For the assessment of reviewing practice against stated objectives for adult learning and education, progress is demonstrated when the intended educational result is achieved, adverse variation is identified and responsible bodies act where it is not."]}],"word_count":968,"content_hash":"sha256-4ec03878cd25bf6e30ce08e41becba5a1df1fbcc0e975eeb4f2404ef521895db","seo_keywords":["reviewing practice against stated objectives for adult learning and education","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}