{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-b0c096e09cbfb99a","slug":"2016-09-22-education-for-people-and-planet-translating-the-2030-agenda-into-institutional-evidence","language":"en","publication_status":"PUBLISHED","publication_date":"2016-09-22","last_modified_date":"2016-09-22","title":"Education for people and planet: translating the 2030 Agenda into institutional evidence","summary":"Sets out the scope, decision criteria and evidential basis relevant to education for people and planet, including the treatment of material limitations.","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 present attention to education for people and planet follows the 2016 Global Education Monitoring Report and requires a careful distinction between public commitment, institutional practice and demonstrated result. For the control, consistent application requires a clear distinction between the required result, recommended methods and examples that may assist implementation.","For education for people and planet, responsibility should be identifiable at the point where consequential decisions are made. In the context of education for people and planet, conformity should not be inferred from a policy document alone; operating records and outcomes should show that the stated arrangements are in use. When examining education for people and planet, a decision should not be closed at the operating level where material impact, conflict or a significant evidential gap remains unresolved."]},{"heading":"Scope and application of education for people and planet","paragraphs":["The stated reference is 2016 Global Education Monitoring Report. The findings should be interpreted only at the level represented by the underlying data. A national or international pattern may justify closer review of education for people and planet, but provider-level action requires evidence relating to the affected provision. Comparisons and public reporting should retain material differences in coverage, timing and classification.","For decisions concerning education for people and planet, the 2030 Agenda, adopted on 25 September 2015, includes Sustainable Development Goal 4: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The goal combines access, completion, learning, skills, equality, facilities, scholarships and teachers. Monitoring should preserve the distinction between each target and indicator and should not treat progress on one dimension as evidence that the complete goal has been achieved.","The system and institutional dimensions of the stated expectation should be considered together. In work concerning education for people and planet, quality assurance should connect stated educational purposes with implemented controls, reliable evidence and action where outcomes fall below expectation. As regards education for people and planet, authorities and providers hold different responsibilities, both of which must be discharged for the arrangement to operate reliably. Where education for people and planet is under review, each level should be able to demonstrate the decisions and controls for which it is accountable."],"bullets":["Collect proportionate evidence.","Test material variation.","Identify the affected scope before it is relied on for a decision with material effect.","Review whether improvement is sustained.","Assign accountable ownership, identifying the accountable function and affected scope."]},{"heading":"Evidence required","paragraphs":["The technical issue within education for people and planet concerns the basis on which a conclusion is reached. For the assessment of education for people and planet, the subject should be examined as a connected system of policy, people, resources, decisions and evidence. The assessment should follow authority and information across functional boundaries and verify completion of required action. A conclusion concerning education for people and planet should identify both its evidential basis and the part of the stated scope for which assurance cannot be given.","Collection should follow a stated evidential need, not the accidental availability of particular records. For the issue under review, the most relevant material is likely to include independent checks of material claims, implementation and monitoring records, verified corrective action, and representative outcome information.","Accountability for the stated expectation should follow decision-making authority. In the context of education for people and planet, relevant evidence should reach the body authorised to commit resources, amend policy or accept residual risk, and its judgement should be recorded. When examining education for people and planet, operational tasks may be delegated, but accountability for material effects on learners must remain identifiable.","Interpretation of education for people and planet should produce a test that another competent reviewer can apply to comparable evidence."]},{"heading":"Decision criteria and exceptions","paragraphs":["The review method for education for people and planet should be reproducible. For the issue under review, the reviewer should map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. Findings should establish whether the matter is isolated or indicates a condition requiring systemic response. In work concerning education for people and planet, the retained analysis should be reproducible from the selected evidence, decision rule and recorded reasons for accepted exceptions.","A narrow control over the assurance question may create false assurance. In the present context, corrective action closed on activity rather than effect, learner experience omitted from review and variation across sites or programmes may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage.","Records relating to the relevant requirement should preserve both the conclusion and its limits. As regards education for people and planet, the correction record should state what the new evidence changes and which earlier conclusions or decisions require review. Where education for people and planet is under review, where reliance has occurred, correction may require review of affected decisions as well as amendment of published information.","For the assessment of education for people and planet, analysis should remain within the limits of the evidence. For education for people and planet, an isolated example cannot establish consistent operation, and an isolated failure should be evaluated for materiality, recurrence and systemic effect. In the context of education for people and planet, quality cannot be inferred from reputation, intention or documentation alone. Evidence should demonstrate both operating practice and the result produced. When examining education for people and planet, decision-makers should not extend assurance beyond the point supported by the available evidence.","The objective for education for people and planet should be explicit, the evidence proportionate and learner impact visible. In work concerning education for people and planet, assurance should be withheld for the affected scope until the limitation is resolved."]}],"word_count":926,"content_hash":"sha256-5579a5cf6da6dd426dc88a8640d699e9ca637c332172c7109011ef745c994dcf","seo_keywords":["education for people and planet","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}