{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-63909e82ab17a5ea","slug":"2017-09-15-education-at-a-glance-2017-participation-outcomes-and-the-policy-use-of-comparative-indicators","language":"en","publication_status":"PUBLISHED","publication_date":"2017-09-15","last_modified_date":"2017-09-15","title":"Education at a Glance 2017: participation, outcomes and the policy use of comparative indicators","summary":"Assesses evidence concerning education at a Glance 2017, with particular attention to definitions, population coverage, comparability and uncertainty.","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":"Education at a Glance 2017","reference_authority":"Organisation for Economic Co-operation and Development","sections":[{"heading":null,"paragraphs":["In 2017, Education at a Glance 2017 provides the immediate evidential context for education systems and institutions. Evidence should inform action without implying a level of precision, coverage or causal certainty that the underlying data cannot support. For education at a Glance 2017, the appropriate administrative form will depend on the jurisdiction and the allocation of lawful responsibility."]},{"heading":"Analytical scope","paragraphs":["The relevance of Education at a Glance 2017 is contextual. Consequential findings on the issue require current, attributable evidence for the scope concerned. Reporting should preserve the different status of facts, public expectations and choices made by institutions. In the context of education at a Glance 2017, that distinction should remain visible in the decision record, public reporting and later review."]},{"heading":"Definitions and data coverage","paragraphs":["The quality significance of Education at a Glance 2017 follows from a basic distinction between availability and effective provision. For The comparison, education systems should examine not only who enters education, but who can participate effectively, progress and complete with the intended learning outcomes. When examining education at a Glance 2017, assurance should follow the learner journey and test more than a single access point or aggregate result.","For decisions concerning education at a Glance 2017, review of the analysis should be based on a stated method rather than general assurance. The analysis proceeds on the basis that the subject should be examined as a connected system of policy, people, resources, decisions and evidence. Handovers between responsible functions require examination because material control gaps may otherwise remain concealed."],"bullets":["Which evidence establishes operation?","Where do exceptions occur?","Who controls each stage?","What action is required by the finding?","What outcome is intended?"]},{"heading":"Use of the findings","paragraphs":["Implementation of Education at a Glance 2017 should be organised around a decision that can be tested. For the available evidence, a sound interpretation should identify the unit of analysis, reference period, denominator, exclusions, missing values and any change in definition or collection practice. In work concerning education at a Glance 2017, resources and activity should be reconciled with the operating evidence and result for which the responsible function is accountable.","Risk assessment of the issue should give particular attention to aggregate gains concealing excluded groups, support allocated without evidence of need, and completion measures detached from learning. A provider should also consider attrition detected too late and admission without adequate support."]},{"heading":"Uncertainty and safeguards","paragraphs":["The evidential record for Education at a Glance 2017 should permit a reviewer to trace the matter from decision to outcome. This may require clearly defined access and completion indicators, records of barriers and support, evaluation of interventions, and disaggregated participation and outcome data, supported by learner feedback and complaints and resource allocation by need.","For the analysis, the reviewer should map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. Review should determine whether correction can remain case-specific or must extend across the system. As regards education at a Glance 2017, the review record should preserve exceptions capable of showing a weakness in design, implementation or coverage.","Publication of findings on education at a Glance 2017 should distinguish observed values, estimates and interpretation."]},{"heading":"Uncertainty and safeguards","paragraphs":["The analysis of Education at a Glance 2017 should remain within the limits of the evidence. For the assessment of education at a Glance 2017, international comparison can identify variation, but institutional and policy context remains necessary before a practice is transferred from one setting to another. Equal treatment does not necessarily produce equitable access or outcomes. For education at a Glance 2017, different support may be justified where it addresses a documented barrier without changing the required educational outcome. In the context of education at a Glance 2017, if uncertainty could change a consequential decision, additional evidence or a narrower conclusion is required.","When examining education at a Glance 2017, a traceable record enables responsibility to be established and errors to be corrected fairly. For the analysis, 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 concerning education at a Glance 2017 should be assessed against the information then available, with later amendments separately dated and explained.","In work concerning education at a Glance 2017, where the measure involves partners, suppliers or several public bodies, responsibility should be mapped across the complete service. As regards education at a Glance 2017, contractual or inter-agency arrangements should identify who holds records, informs learners and acts on incidents. Where education at a Glance 2017 is under review, multiple delivery partners do not justify fragmented accountability or remedy.","For the assessment of education at a Glance 2017, authorities and providers should use the current development to test whether the available evidence connects public commitment with effective operation and evidence of result. Improvement of education at a Glance 2017 should be supported by evidence and an accountable decision record capable of public scrutiny."]}],"word_count":816,"content_hash":"sha256-8fb23f2adf9bd5d6e9b1dfbbdbb3e53a8088ba628afce5a629d5ec3778035337","seo_keywords":["education at a Glance 2017","international education data research","education quality","ICEQC"],"schema_type":"AnalysisNewsArticle"}