{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-340256fa0857c432","slug":"2020-05-11-record-integrity-in-relation-to-teacher-support-for-remote-delivery","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2020-05-11","last_modified_date":"2020-05-11","title":"Record integrity in relation to teacher support for remote delivery","summary":"Sets out the scope, decision criteria and evidential basis relevant to record integrity in relation to teacher support for remote delivery.","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":"Emergency transition to online learning","reference_authority":"United Nations Educational, Scientific and Cultural Organization","sections":[{"heading":null,"paragraphs":["The policy and evidence context for record integrity in relation to teacher support for remote delivery has been materially shaped by the emergency transition to online learning. Oversight of the assurance question should reflect the principle that 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. The control response should be sufficient to protect learners while avoiding burdens not justified by the evidence.","For the stated expectation, the public interest is not confined to institutional compliance. The analysis of the issue under review proceeds on the basis that education information should be collected for a defined purpose, protected in proportion to its sensitivity and retained only for an authorised period. Learner protection requires intelligible information and a timely means of reviewing consequential mistakes or unfair decisions."]},{"heading":"Applicable scope","paragraphs":["Relevant evidence for record integrity in relation to teacher support for remote delivery will normally include data-quality and correction controls, lawful authority and consent records where relevant, supplier and transfer arrangements, incident response and notification records, and a register of information assets and purposes. In relation to record integrity in relation to teacher support for remote delivery, the record should retain disagreement between sources until its cause and effect are understood.","The conditions described by the emergency transition to online learning create an exceptional operating context for the issue under review. Evidence may be incomplete and normal controls may be unavailable, but uncertainty should be stated rather than converted into unsupported assurance. Authorities and providers should record the basis, duration and affected scope of temporary decisions and should reassess them when access, public-health, security or delivery conditions change.","The declaration of a pandemic in March 2020 and the rapid closure of education sites have required emergency continuity arrangements on an unprecedented scale. Replacement provision differs sharply in connectivity, devices, home conditions, accessibility and staff readiness. Measures should be treated as emergency responses, with documented authority and review. Continuity reporting should identify learners not reached and should not equate online activity with learning.","The technical issue within the assurance question concerns the basis on which a conclusion is reached. In reviewing the assurance question, a reliable record should identify what occurred, when it occurred, who was responsible, the authority for the action and any later correction. Records should remain protected against unauthorised alteration while legitimate amendments remain visible. The judgement should state its supporting evidence and any condition limiting application to the declared scope.","Risk assessment of the issue under review should give particular attention to inaccurate data affecting decisions, uncontrolled supplier access or transfer, and collection without a defined educational or legal purpose. A provider should also consider retention beyond an identified need and secondary use without adequate authority."]},{"heading":"Implementation and evidence","paragraphs":["Responsibility for record integrity in relation to teacher support for remote delivery should be visible at the point where consequential decisions are made. A decision concerning the assurance question should recognise that conformity should not be inferred from a policy document alone; operating records and outcomes should show that the stated arrangements are in use. Escalation should follow whenever the available record cannot support a safe conclusion for the affected learners.","Where the stated expectation 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 assurance record for the stated expectation should retain the date of the evidence, the source responsible for it, the scope examined and the version of any instrument or definition applied. In relation to record integrity in relation to teacher support for remote delivery, revision should not remove an earlier conclusion from the record where reliance has occurred."],"bullets":["Assign accountable data owners.","Limit and review access, identifying the accountable function and affected scope.","Test incident and recovery arrangements before it informs a consequential decision.","Provide accessible correction and complaint routes.","Minimise collection."]},{"heading":"Assessment of conformity","paragraphs":["The review method for record integrity in relation to teacher support for remote delivery should be reproducible. For the control, the reviewer should specify mandatory fields, source ownership, access rights, retention and correction procedures. Test a sample from creation through use, amendment, reporting and disposal, including records created during disruption or by a delivery partner. The retained analysis should be reproducible from the selected evidence, decision rule and recorded reasons for accepted exceptions.","Interpretation of the issue under review should produce a test that another competent reviewer can apply to comparable evidence.","Findings on the relevant requirement should preserve material uncertainty and limits on application. Oversight of the stated expectation should reflect the principle that security, privacy and data quality are related but distinct. A secure record may still be inaccurate or used without adequate authority, and a lawful use may still be poorly governed. For the stated expectation, an isolated example cannot establish consistent operation, and an isolated failure should be evaluated for materiality, recurrence and systemic effect. Material limitations should be stated with the finding presented to decision-makers and affected learners.","Application of the control should distinguish mandatory conditions, recommendations and illustrative methods. An alternative method may be accepted where it demonstrates the same outcome. Improvement should be supported by evidence and an accountable decision record capable of public scrutiny."]}],"word_count":897,"content_hash":"sha256-8c37792a9faa38272c7976d4678e24f6d89cbff2fd93431278c73e6fb86ed3bb","seo_keywords":["record integrity in relation to teacher support for remote delivery","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}