Thematic Research Report series

Thematic Research Reports

241 complete publications covering the years 2005 to 2026.

Showing 3 of 3 results

241 publications in this series

ICEQC-R-2022-11November 17, 2022

Thematic Research Report

Foundational Learning as a Minimum System Priority

A comparative indicator study of constructs, populations, assessment conditions and valid public claims

Foundational literacy and numeracy are essential capabilities, but their measurement is not a single interchangeable operation. An assessment observes performance on specified tasks, in a language, format, setting and period, for a population reached by its design. Comparable reporting requires clarity about the construct, proficiency standard, target population, sampling or coverage, administration and uncertainty. A percentage without those elements cannot support a valid comparison.

Research category: Standards Interpretation
Report archetype: Standards Interpretive Study
Geographic scope: Global

ICEQC-R-2022-07May 22, 2022

Thematic Research Report

Evidence Requirements for National Statements of Commitment on Education Transformation

A standards interpretation of status, baseline, authority, finance, delivery and review

Evidence concerning executive summary should establish a public declaration can establish intent and direction; it does not show that competent authorities, budgets, institutions or services have changed. The public account remains incomplete unless it explains how a national statement of commitment should distinguish political intention, adopted policy, legal duty, authorised finance, implementation and result. These states require different evidence.

Research category: Standards Interpretation
Report archetype: Standards Interpretive Study
Geographic scope: Global

ICEQC-R-2022-01March 2, 2022

Thematic Research Report

Recognition and Placement of Displaced Learners across Education Systems

A standards interpretation of admission, records, prior learning, placement, progression and review

Displaced learners should enter education without avoidable delay while placement and recognition questions are resolved. Admission, grade placement, credit recognition and qualification recognition are distinct decisions. Each should have a competent authority, published criteria, proportionate evidence requirements, reasons and review. Uncertainty about prior records should not become indefinite exclusion.

Research category: Standards Interpretation
Report archetype: Standards Interpretive Study
Geographic scope: Global