{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-a4d49f2c50fe8ddf","slug":"2016-02-11-evidence-gaps-affecting-global-citizenship-education","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2016-02-11","last_modified_date":"2016-02-11","title":"Evidence gaps affecting global citizenship education","summary":"Examines evidence gaps affecting global citizenship education, defining the evidence base, coverage and limits that should govern comparison and use of the findings.","category":{"code":"DATA_RESEARCH","label":"Data Research"},"article_type":"Data and research analysis","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"SDG target 4.7 implementation","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["In 2016, consideration of global citizenship education must take account of the SDG target 4.7 implementation and the responsibilities it places before education systems. Oversight of the available evidence should reflect the principle that the value of the present data lies in the questions it can answer reliably and in the limits it makes visible. The control response should be sufficient to protect learners while avoiding burdens not justified by the evidence.","Failure in relation to the available evidence may arise even where the stated policy is reasonable. Material concerns include averages concealing distribution, changes in definition presented as changes in performance, small differences overstated, and proxy measures treated as direct outcomes. In relation to evidence gaps affecting global citizenship education, materiality depends on the consequence and extent of an exception, not only on how often it appears in sampled records."]},{"heading":"Evidence base for evidence gaps affecting global citizenship education","paragraphs":["Implementation of global citizenship education should be organised around a decision that can be tested. For the available evidence, reported averages should be accompanied by sufficient distributional information to identify material differences between learner groups, locations and forms of provision. The implementation record should link purpose, authority, resources, operation and reported result.","The historical reference basis is the SDG target 4.7 implementation. Its relevance to the available evidence should be assessed against the affected jurisdiction, learner population and form of provision. Any consequential application should rest on evidence suited to the affected scope, not on the existence of an international development alone.","The analysis of the issue should make its decision rule explicit. In reviewing the available evidence, 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. The method should prevent an unfavourable result from being dismissed through an unrecorded change in interpretation."],"bullets":["Analyse missing information.","Define the decision the indicator will inform.","Disaggregate material results before it is relied on for a decision with material effect.","Avoid causal claims unsupported by the design.","Report uncertainty and revisions before it is relied on for a decision with material effect."]},{"heading":"Coverage and comparability","paragraphs":["Care is required in drawing conclusions about global citizenship education. A decision concerning the analysis should recognise that measurement can reveal where outcomes differ; it does not by itself establish why they differ or which intervention will work. A decision concerning the comparison should recognise that missing or delayed information may be patterned rather than random. In relation to evidence gaps affecting global citizenship education, material limitations should be stated with the finding presented to decision-makers and affected learners.","Relevant evidence for the available evidence will normally include triangulation with administrative and qualitative evidence, indicator definitions and metadata, disaggregated results, population and sampling information, and revision and comparability records. The conclusion should rely on evidence whose date, source and coverage are sufficient for the decision. The record should retain disagreement between sources until its cause and effect are understood.","The evidential trail should allow an affected decision to be identified, examined and corrected. For the comparison, 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. Historical decisions should be assessed against the information then available, with later amendments separately dated and explained."]},{"heading":"Responsible interpretation","paragraphs":["For operational review of global citizenship education, authorities and providers should proceed in a defined sequence. Review of the measure should map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. Findings should state the affected scope and required action; an observation should not be represented as evidence of conformity or effectiveness.","Publication of findings on the analysis should distinguish observed values, estimates and interpretation."],"bullets":["Which evidence establishes operation?","What outcome is intended?","Where do exceptions occur?","Who controls each stage?","What action is required by the finding?"]},{"heading":"Limitations and reporting","paragraphs":["For global citizenship education, the public interest is not confined to institutional compliance. Oversight of the available evidence should reflect the principle that education indicators should support decisions by describing outcomes and variation with definitions and limitations that permit responsible interpretation. Learner protection requires intelligible information and a timely means of reviewing consequential mistakes or unfair decisions.","Public reporting on the available evidence should distinguish established fact, analytical judgement and planned action. If definitions, coverage or evidence alter an earlier conclusion, the reason should be stated so that revision is not mistaken for changed performance.","The measure of progress on the analysis is not the amount of policy or documentation produced. Progress is demonstrated when the intended educational result is achieved, adverse variation is identified and responsible bodies act where it is not."]}],"word_count":787,"content_hash":"sha256-fba06bd202c9449e96e58b4627429dc2c1850af866cb8b14b8ab7843c9c06cef","seo_keywords":["evidence gaps affecting global citizenship education","international education data research","education quality","ICEQC"],"schema_type":"AnalysisNewsArticle"}