{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-74febf57f0a12d8f","slug":"2017-06-06-independent-review-of-learning-outcomes-based-qualifications","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2017-06-06","last_modified_date":"2017-06-06","title":"Independent review of learning-outcomes-based qualifications","summary":"Sets out the scope, decision criteria and evidential basis relevant to independent review of learning-outcomes-based qualifications.","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":"Revised qualifications framework recommendation","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["The revised qualifications framework recommendation provides the immediate reference point for consideration of learning-outcomes-based qualifications in 2017. A decision concerning the relevant requirement should recognise that the requirement should be read as an assurance obligation: the provider must be able to explain the control, show its operation and account for material exceptions. The unit of review should correspond to the full reach of the decision, including significant differences in provision and population.","The instrument identified by the revised qualifications framework recommendation provides a formal policy reference for the issue under review. In relation to independent review of learning-outcomes-based qualifications, this distinction protects learners from overstated claims and enables providers to plan against a defined obligation.","The revised 2017 Recommendation on the European Qualifications Framework retains eight learning-outcome-based reference levels and strengthens attention to transparency, quality assurance and comparison. It supports the presentation of level information but does not replace national qualifications or recognition decisions. Institutions should ensure that published references are authorised, current and connected to the complete qualification record.","A proper review the relevant requirement should establish the intended outcome before selecting controls or indicators. In reviewing the control, the assessment question is whether the control operates across the relevant sites, programmes, delivery modes and learner groups, including material exceptions. Suitability, authorised variation and the date for reconsideration should be established when the arrangement is approved."]},{"heading":"Applicable scope","paragraphs":["The required public outcome should be stated in operational terms. For learning-outcomes-based qualifications, learners should receive accurate information about the status, level, content and recognition of learning before committing time or money across jurisdictions. The existence of an approved measure or completed activity is not evidence of educational effect.","A focused examination of the stated expectation requires a clear analytical discipline. For the stated expectation, review is independent when the reviewer is sufficiently separate from the design, operation and approval of the matter to reach and report an impartial conclusion. Organisational location alone does not establish independence. A formally complete record is not reliable if its scope or measure does not correspond to the decision being made.","Review of the stated expectation should give particular attention to adverse cases, unequal effects and errors that learners may be unable to identify or remedy after the event. A provider should also consider support gaps for mobile learners and unclear awarding responsibility.","Interpretation of the relevant requirement should identify the required outcome, the scope to which it applies and the evidence capable of demonstrating effective operation. Useful records include clear identification of providers and awarding bodies, outcomes for mobile and non-mobile learners, documented credit and recognition decisions, secure and verifiable learner records, and cross-border agreements and responsibility maps. In relation to independent review of learning-outcomes-based qualifications, policy and records should be tested against actual practice, including evidence from learners where appropriate. A positive example may illustrate operation, but it cannot demonstrate coverage or consistency."]},{"heading":"Implementation and evidence","paragraphs":["For operational review of learning-outcomes-based qualifications, authorities and providers should proceed in a defined sequence. The method for the assurance question is to define the review question and criteria, record competence and conflicts, preserve access to relevant evidence, and protect the reviewer’s ability to report adverse findings. Assign acceptance of residual risk to an authority outside the reviewed activity. The record should distinguish a finding that requires action from an observation that supports no formal conclusion.","Assurance concerning the relevant requirement should be expressed at the level established by the evidence.","A traceable record enables responsibility to be established and errors to be corrected fairly. For the control, 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. Material changes require a traceable effective date and explanation so that prior reliance can be reviewed fairly."]},{"heading":"Assessment of conformity","paragraphs":["Interpretation of learning-outcomes-based qualifications should avoid two errors: treating a formal commitment as proof of effect, and treating one adverse case as proof that every part of the system has failed. A decision concerning the stated expectation should recognise that transparency supports fair decision-making but does not make qualifications automatically equivalent. A recognition decision should identify the criteria applied and the use for which equivalence or acceptance is being considered. Governance of the stated expectation requires a clear allocation of authority, information and follow-through. Escalation should place material evidence before the authority capable of an effective response.","Where learning-outcomes-based qualifications involves partners, suppliers or several public bodies, responsibility should be mapped across the complete service. Contractual or inter-agency arrangements should identify who holds records, informs learners and acts on incidents. Protection should operate across the complete service, irrespective of how delivery is divided.","The measure of progress on the control 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":803,"content_hash":"sha256-c01df044c87d321f62a2ff7fadb9d97eb6873637a78c09fd4db19e66a662ea01","seo_keywords":["independent review of learning-outcomes-based qualifications","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}