{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-05bfd53a072aab75","slug":"2025-05-20-a-staged-improvement-plan-for-implementation-of-ai-literacy-obligations","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2025-05-20","last_modified_date":"2025-05-20","title":"A staged improvement plan for implementation of AI literacy obligations","summary":"Sets out a controlled approach to a staged improvement plan for implementation of AI literacy obligations, linking diagnosis, accountable action, outcome measures.","category":{"code":"QUALITY_IMPROVEMENT_METHODS","label":"Quality Improvement Methods"},"article_type":"Quality improvement method","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"Regional artificial intelligence rules applicable from February 2025","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["Against the background of the regional artificial intelligence rules applicable from February 2025, education authorities and providers should review how implementation of AI literacy obligations is defined, implemented and evidenced. The analysis of the intervention proceeds on the basis that the purpose of an improvement method is not to produce an action plan; it is to change a material condition and verify that the change is sustained."]},{"heading":"Improvement objective and baseline","paragraphs":["The applicability described by the regional artificial intelligence rules applicable from February 2025 changes the implementation context for implementation of AI literacy obligations. Entry into force or applicability establishes an operative reference point, but the resulting duties must still be traced to the persons, services and jurisdictions covered. Authorities should distinguish immediate duties from staged provisions, and providers should retain the legal and operational basis for any conclusion about application.","The governing expectation for the issue under review should be capable of consistent application. A decision concerning the issue under review should recognise that effectiveness should be judged against an agreed outcome and reference period, not against completion of activities alone. Definitions should provide a stable basis for decisions while allowing relevant differences to be identified and justified.","In practical terms, the practice should be reviewed against a stated method rather than general assurance. In reviewing the intervention, implementation requires more than dissemination. Responsible actors must understand the change, receive the authority and resources to apply it, and be able to identify cases that require advice, exception or escalation. In relation to a staged improvement plan for implementation of AI literacy obligations, decision-makers should receive an intelligible account of how the result was reached and where it should not be applied.","Assurance of the practice should draw on more than one form of evidence. Useful records include documented authority for each consequential use, data provenance and access controls, learner information and accessible challenge routes, pre-deployment and periodic performance testing, and supplier change and incident records. System-wide assurance cannot be inferred from a favourable case chosen after the event."]},{"heading":"Controls and accountable action","paragraphs":["The relevant outcome should be capable of direct and consistent explanation. For implementation of AI literacy obligations, technology may support teaching, administration and access, but consequential educational decisions must remain accountable, explainable and open to effective review. The existence of an approved measure or completed activity is not evidence of educational effect.","A narrow control over the corrective programme may create false assurance. In the present context, loss of meaningful human review, opaque use of personal or inferred data and unequal performance across learner groups may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage."],"bullets":["Classify uses by effect on learners.","Control personal and confidential information.","Notify users of material limitations before it is relied on for a decision with material effect.","Review incidents and supplier changes.","Prohibit uses for which evidence or authority is insufficient."]},{"heading":"Evidence of effect","paragraphs":["A proportionate method is available for implementation of AI literacy obligations. For the issue under review, the reviewer should translate the policy objective into controlled procedures and decision criteria, prepare affected staff and learners, test readiness, monitor early cases and correct ambiguity promptly. Review whether implementation differs across sites or delivery partners. In relation to a staged improvement plan for implementation of AI literacy obligations, the review record should preserve exceptions capable of showing a weakness in design, implementation or coverage.","Improvement of the corrective programme should proceed through controlled tests where risk permits.","The analysis of the intervention should remain within the limits of the evidence. For the corrective programme, improvement data should not be selected only because it is readily available. For the corrective programme, a technical capability is not evidence that a use is educationally justified. Accuracy measured in one setting may not transfer to another population, language, curriculum or decision context.","The evidential trail should allow an affected decision to be identified, examined and corrected. For the improvement objective, 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. The record should prevent a later amendment from being treated as if it applied when an earlier decision was made."]},{"heading":"Sustaining improvement","paragraphs":["Where implementation of AI literacy obligations involves partners, suppliers or several public bodies, responsibility should be mapped across the complete service. The division of responsibilities should cover records, communication, escalation and the power to require correction. Learner safeguards should remain continuous where provision is delivered by several bodies.","Progress on a staged improvement plan for implementation of AI literacy obligations under review is not the amount of policy or documentation produced. Performance should be judged by outcomes and timely response to shortfalls, not by the volume of administrative activity."]}],"word_count":783,"content_hash":"sha256-9d401dd206ffefd07059f15f1c645ebe88a817e95e7a84be6ff6f45ea754e25a","seo_keywords":["a staged improvement plan for implementation of AI literacy obligations","education quality improvement","education quality","ICEQC"],"schema_type":"TechArticle","related_resources":[{"label":"Evidence and remote assessment","path":"/certification/evidence-and-remote-assessment"}]}