{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-4d1cdbb83e76d427","slug":"2025-01-28-evidence-across-delivery-settings-for-education-for-sustainability","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2025-01-28","last_modified_date":"2025-01-28","title":"Evidence across delivery settings for education for sustainability","summary":"Sets out the scope, decision criteria and evidential basis relevant to evidence across delivery settings for education for sustainability.","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":"Climate and green-skills policy","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["The climate and green-skills policy provides the immediate context for education for sustainability. In reviewing the control, 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."]},{"heading":"Meaning in practice","paragraphs":["The quality significance of education for sustainability follows from a basic distinction between availability and effective provision. The analysis of the issue under review proceeds on the basis that education planning should address physical climate risk, continuity, relevant learning and the distributional effects of transition measures."],"bullets":["Review the effectiveness of adaptation measures.","Monitor unequal impacts.","Define relevant learning outcomes.","Protect continuity and safe access.","Assess local hazards and vulnerability."]},{"heading":"Responsibilities and material risks","paragraphs":["The historical reference basis is the climate and green-skills policy. Its relevance to education for sustainability should be assessed against the affected jurisdiction, learner population and form of provision.","The technical issue within the control concerns the basis on which a conclusion is reached. A decision concerning the stated expectation should recognise that 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. In relation to evidence across delivery settings for education for sustainability, any condition preventing complete assurance should appear with the evidence on which the judgement relies."]},{"heading":"Basis for a reliable conclusion","paragraphs":["A proper review of education for sustainability should establish the intended outcome before selecting controls or indicators. The analysis of the stated expectation proceeds on the basis that evidence is sufficient when it is current, attributable, representative of the relevant scope and capable of being reconciled with other available records. A chosen approach should be justified against its context, with departures and review points under documented control.","The principal risks in relation to the stated expectation are short-term projects without sustained implementation, reporting activity rather than educational effect, facilities plans detached from local risk, and transition costs falling unequally. In relation to evidence across delivery settings for education for sustainability, the relationship between the risks is material: one failed safeguard may remove the evidence needed to activate another."],"bullets":["Who controls each stage?","What outcome is intended?","What action is required by the finding?","Which evidence establishes operation?","Where do exceptions occur?"]},{"heading":"Maintaining effective oversight","paragraphs":["The evidential record for education for sustainability should permit a reviewer to trace the matter from decision to outcome. This may require measures of learning and operational resilience, curriculum and learning-outcome mapping, continuity and adaptation plans, and participation of affected communities, supported by staff preparation and facility and resource plans. Sampling remains insufficient where it excludes a material group or cannot resolve contradictory evidence or recurrence.","Implementation of the stated expectation can be tested without imposing unnecessary reporting. The method for the control is to 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. Existing records may be used if reliable and relevant, but data collected for another purpose may not answer the assurance question."]},{"heading":"Maintaining effective oversight","paragraphs":["Interpretation of education for sustainability should produce a test that another competent reviewer can apply to comparable evidence.","Interpretation of the assurance question 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 relevant requirement should recognise that a sustainability statement is not evidence of educational or operational change. Claims should be connected to defined actions, resources and measurable effects. The analysis of the issue under review proceeds on the basis that an isolated example cannot establish consistent operation, and an isolated failure should be evaluated for materiality, recurrence and systemic effect.","Decisions concerning the control should remain traceable to the information available for the stated reference period.","Where the relevant requirement involves partners, suppliers or several public bodies, responsibility should be mapped across the complete service. Agreements should allocate information exchange, incident escalation, learner communication, record custody and corrective authority. Protection should operate across the complete service, irrespective of how delivery is divided.","Complete assurance concerning the issue under review cannot rest on a single indicator or isolated control."]}],"word_count":725,"content_hash":"sha256-00458052da13a1ef27055113765f5063c8240c53d7d2854d3954fa7b9a5ac155","seo_keywords":["evidence across delivery settings for education for sustainability","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle","related_resources":[{"label":"ICEQC Standards Register","path":"/standards"}]}