Thematic Research Report series

Thematic Research Reports

241 complete publications covering the years 2005 to 2026.

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241 publications in this series

ICEQC-R-2013-09November 2, 2013

Thematic Research Report

Learning Outcomes and Curriculum Coverage: Interpreting Evidence without Overstatement

A global comparative indicator study of intended learning, opportunity to learn and bounded inference

Learning outcome evidence and curriculum coverage evidence answer related but different questions. Outcome measures describe performance on a defined construct under stated conditions. Coverage evidence describes intended or implemented content, sequence and opportunity. Neither provides a complete account of the other.

Research category: Data and Indicator Research
Report archetype: Comparative Indicator Study
Geographic scope: Global

ICEQC-R-2013-08October 25, 2013

Thematic Research Report

Measuring Learning Disparities within and between Education Systems

A global comparative indicator study of distributions, comparability, uncertainty and equitable interpretation

limits, permit, public, judgement require to distinguish authority, delivery, distribution and remedy. A rising enrolment rate can coexist with persistent exclusion in a remote district, a poor household group or a population displaced by conflict or disaster. Gender parity at national level can coexist with disadvantage for poor rural girls and poor urban boys. A stable completion rate may hide increasing delay, repetition or withdrawal among groups whose educational records and population denominators are weakest. The evidentiary task is therefore not simply to publish more categories. It is to construct distributions whose populations, definitions, uncertainty and limits permit fair public judgement.

Research category: Data and Indicator Research
Report archetype: Comparative Indicator Study
Geographic scope: Global

ICEQC-R-2013-04April 13, 2013

Thematic Research Report

Teacher Shortages and the Quality of Expansion: A Comparative Capacity Assessment

A comparative indicator study of additional posts, replacement demand, teacher preparation, deployment and delivered instructional capacity

children, receive, dependable, instruction require Teacher Shortages and the Quality of Expansion: A Comparative Capacity Assessment to distinguish authority, delivery, distribution and remedy in . A funded post may be vacant. A person on the payroll may be assigned outside a school, absent on the observation day, working part time or teaching a subject for which no preparation has been completed. A teacher present at school may have fewer instructional hours because the timetable, school calendar, shift arrangement or non-teaching duties reduce contact with pupils. Conversely, one teacher may serve more than one class, grade or school. Any account of teacher supply that does not preserve these distinctions can report apparent sufficiency while children receive no dependable instruction.

Research category: Data and Indicator Research
Report archetype: Comparative Indicator Study
Geographic scope: Global

ICEQC-R-2013-03April 3, 2013

Thematic Research Report

Instructional Time Lost to Disruption: A Measurement and Reporting Framework

A global comparative indicator study of scheduled, delivered, attended and restored instructional time

Instructional time is often reported as the number of days or hours in an official calendar. That figure describes authorised opportunity, not what learners received. Disruption can close a site, reduce capacity, remove a teacher, shorten a shift, interrupt a lesson, prevent safe travel or delay placement after movement. The framework therefore distinguishes scheduled time, available institutional time, delivered teaching time, learner attendance and purposeful learning time. These layers should be connected but not substituted for one another.

Research category: Data and Indicator Research
Report archetype: Comparative Indicator Study
Geographic scope: Global