{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-6cc998e53788739c","slug":"2016-09-06-evidence-sufficiency-in-relation-to-education-for-sustainable-development","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2016-09-06","last_modified_date":"2016-09-06","title":"Evidence sufficiency in relation to education for sustainable development","summary":"Clarifies the practical meaning of evidence sufficiency in relation to education for sustainable development and the evidence required to support a reliable assurance conclusion.","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":"2016 Global Education Monitoring Report","reference_authority":"United Nations Educational, Scientific and Cultural Organization","sections":[{"heading":null,"paragraphs":["The policy and evidence context for education for sustainable development has been materially shaped by the 2016 Global Education Monitoring Report. In reviewing the issue under review, the central issue is the meaning of the expectation in practice, including its scope, the evidence needed to demonstrate it and the circumstances in which it may not apply."]},{"heading":"Scope and application","paragraphs":["The reference basis—the 2016 Global Education Monitoring Report—is evidential rather than self-executing. The source can frame further questions without supplying either a binding direction or proof of causation. In applying it to education for sustainable development, users should review the source definitions, population coverage, reference period and stated limitations before transferring a system-level finding to an individual provider or learner group."]},{"heading":"Evidence required","paragraphs":["In relation to evidence sufficiency in relation to education for sustainable development, the intended substantive result should remain the starting point for review. For education for sustainable development, quality assurance should connect stated educational purposes with implemented controls, reliable evidence and action where outcomes fall below expectation. Formal adoption, expenditure and activity do not in themselves establish the intended result.","The technical issue within the control concerns the basis on which a conclusion is reached. For the stated expectation, evidence should be relevant to the stated requirement, sufficiently complete for the affected scope, current for the decision period and attributable to a source with knowledge or control of the matter. Volume does not cure a gap in relevance. The decision record should distinguish the scope supported by evidence from any scope that remains unresolved."],"bullets":["Is the evidence current and attributable?","Do independent sources agree?","What would require expanded testing?","What fact must be established?","Does it cover the material scope?"]},{"heading":"Decision criteria and exceptions","paragraphs":["A proper review of education for sustainable development should establish the intended outcome before selecting controls or indicators. The analysis of the issue under review proceeds on the basis that evidence is sufficient when it is current, attributable, representative of the relevant scope and capable of being reconciled with other available records. The basis for selection, authority for exceptions and timing of reassessment should remain traceable.","A narrow control applied to the relevant process may create false assurance. In the present context, evidence selected to confirm a preferred conclusion, corrective action closed on activity rather than effect and variation across sites or programmes may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage. A sample confined to compliant cases cannot establish the reliability of the control."]},{"heading":"Continuing assurance","paragraphs":["Readily available material should not define the enquiry if it cannot answer the relevant decision question. For education for sustainable development, the most relevant material is likely to include verified corrective action, approved objectives and responsibilities, independent checks of material claims, and exception and complaint records. In relation to evidence sufficiency in relation to education for sustainable development, independent records should be reconciled, with disagreement and uncertainty reported alongside the finding.","The review method for the assurance question should be reproducible. A competent examination of the matter should define the proposition to be established, identify the minimum combination of records, test authenticity and reconcile contradictions. Expand the sample where an exception, complaint or material unexplained variation indicates that the initial evidence may not be representative. Documentation should be sufficient to reconstruct the judgement without relying on unrecorded explanation.","Interpretation of the issue under review should produce a test that another competent reviewer can apply to comparable evidence."]},{"heading":"Continuing assurance","paragraphs":["Care is required in drawing conclusions about education for sustainable development. A decision concerning the stated expectation should recognise that quality cannot be inferred from reputation, intention or documentation alone. Documented intention should be tested against practice and observable result. The analysis of the assurance question proceeds on the basis that a prescribed method should not be treated as the only acceptable method where another approach establishes the same outcome with equivalent evidence. Material limitations should be stated with the finding presented to decision-makers and affected learners.","Records relating to the assurance question should preserve both the conclusion and its limits. The correction record should state what the new evidence changes and which earlier conclusions or decisions require review.","Public reporting on the stated expectation 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 relevant requirement is not the amount of policy or documentation produced. The relevant measure is demonstrated public benefit, including detection and correction of material variation."]}],"word_count":753,"content_hash":"sha256-9b3722388c633662adb84fb94cd79b6267afc18240bb4a23d09b205ffcb02ca4","seo_keywords":["evidence sufficiency in relation to education for sustainable development","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}