{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-1d17496437ca5375","slug":"2021-09-07-hybrid-learning-a-regional-policy-interpretation","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2021-09-07","last_modified_date":"2021-09-07","title":"Hybrid learning: a regional policy interpretation","summary":"Explains the regulatory context for hybrid learning: a regional policy interpretation and the responsibilities, evidence and safeguards relevant to implementation.","category":{"code":"POLICY_AND_REGULATORY_INTERPRETATION","label":"Industry Policy and Regional Regulatory Interpretation"},"article_type":"Policy and regulatory analysis","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"Sustained combination of on-site and remote delivery","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["Current consideration of hybrid learning is informed by the sustained combination of on-site and remote delivery, with consequences for governance, evidence and the treatment of affected learners. The analysis of the implementation question proceeds on the basis that this matter should be read as a question of public administration and learner protection, not as a statement that one institutional model is suitable in every jurisdiction. In relation to hybrid learning, the appropriate administrative form will depend on the jurisdiction and the allocation of lawful responsibility.","Implementation of the relevant measure should be organised around a decision that can be tested. The analysis of the policy matter proceeds on the basis that where responsibilities are divided across ministries, regulators, funders and providers, the interfaces between those responsibilities should be explicit. In practice, the stated objective should connect to responsibility, committed resources, operating evidence and the outcome reported for oversight."]},{"heading":"Status and scope","paragraphs":["The historical reference basis is the sustained combination of on-site and remote delivery. Its relevance to hybrid learning should be assessed against the affected jurisdiction, learner population and form of provision.","The quality significance of the policy matter follows from a basic distinction between availability and effective provision. Oversight of the relevant measure should reflect the principle that a change in delivery mode should not weaken the defined learning outcomes, learner protection, accessibility or reliability of assessment. Review should cover the stages at which learners receive information, provision, assessment, support and remedy."],"bullets":["Support staff and learners.","Provide alternative routes for material barriers.","Assure assessment validity.","Monitor engagement without intrusive surveillance.","Test access before requiring use."]},{"heading":"Public-interest implications","paragraphs":["The technical issue within hybrid learning concerns the basis on which a conclusion is reached. For the implementation question, the subject should be examined as a connected system of policy, people, resources, decisions and evidence. A review should test the interfaces between functions, not assume that sound component controls ensure a sound end-to-end process. The decision record should distinguish the scope supported by evidence from any scope that remains unresolved.","Assurance of the affected arrangements should draw on more than one form of evidence. Useful records include assessment validity and integrity reviews, delivery-mode design and approval records, accessibility and usability testing, learner access and participation information, and service availability and incident records. Documents should be reconciled with observed practice and, where relevant, the experience of affected learners. System-wide assurance cannot be inferred from a favourable case chosen after the event.","Public reporting on the policy matter should distinguish established fact, analytical judgement and planned action. Material revisions should be traceable to their reason and effective date. Changes to definitions or evidence should be recorded separately from changes in educational performance.","A policy conclusion on the affected arrangements should state who is required or expected to act, the source of that expectation and the consequence of non-implementation. The stated scope should reflect any material difference in the applicable legal position. Proposed or recommendatory measures should remain clearly distinguished from obligations already in force."]},{"heading":"Institutional responsibilities","paragraphs":["The review method for hybrid learning should be reproducible. For the policy matter, 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 establish the reach of the condition before determining the corrective response. In relation to hybrid learning, working papers should allow another competent reviewer to understand the evidence, judgement and treatment of material exceptions.","The principal risks in relation to the policy matter are inaccessible content or interaction, assessment methods that do not support valid judgements, technology access determining educational access, and supplier dependency without continuity controls. A weakness in one part of the control environment may obscure a related failure elsewhere.","Records relating to the relevant measure should preserve both the conclusion and its limits. New evidence should trigger a traceable correction and review of decisions materially affected by the earlier conclusion. This is material where learners, authorities or institutions relied on information that cannot be corrected by replacing the current text alone.","The analysis of the relevant measure should remain within the limits of the evidence. Oversight of the policy matter should reflect the principle that a policy direction should not be presented as a uniform legal obligation where national implementation differs. Providers remain responsible for identifying the requirements that apply to their own activities. For the relevant measure, digital participation data should not be treated as a direct measure of learning. Log-ins, connection time and activity counts require interpretation alongside assessment and learner experience. If uncertainty could change a consequential decision, additional evidence or a narrower conclusion is required.","Progress on hybrid learning is not the amount of policy or documentation produced."]}],"word_count":778,"content_hash":"sha256-c4e251db4edd3b21eede3f00d63cbbfb6ac6cc841b2b4e2e7f38a9475db12801","seo_keywords":["hybrid learning","education policy and regulation","education quality","ICEQC"],"schema_type":"AnalysisNewsArticle"}