International Council for Education Quality Certification
Verify a certificateSubmit a complaint or concernContact ICEQC

Thematic Research Report series

Thematic Research Reports

241 complete publications covering the years 2005 to 2026.

Showing 12 of 63 results

241 publications in this series

ICEQC-R-2018-12

Thematic Research Report

Refugee Inclusion in National Education Systems under the Global Compact

A policy synthesis of access, continuity, capacity, finance and shared responsibility

The Global Compact on Refugees was affirmed by the United Nations General Assembly on 17 December 2018 and is within this report's evidence period. It provides a framework for more predictable and equitable responsibility-sharing and addresses inclusion in national systems, including education. At the 25 December cut-off, the Compact is an adopted international framework; it is not evidence that national laws, finance, school capacity or learner outcomes have already changed. The institutional consequence is a documented decision with a responsible body and review point. For refugee inclusion under the Global Compact, the issue under review within Executive summary must establish whether national provision secures timely access, continuity and recognised learning.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2018-07

Thematic Research Report

Financing the Transition from Parallel Provision to Inclusive National Systems

A global policy and regulatory synthesis of inclusive capacity, public finance and education continuity

Transition from parallel education provision to inclusive national systems should secure equal, continuous and recognised education. It is not complete when administrative responsibility changes or a parallel site closes. Learners must be admitted, attend safely, receive suitable teaching and language support, retain records and progress through recognised pathways.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2018-03

Thematic Research Report

System Alignment for Learning: Policy Coherence across Goals, Finance and Delivery

A policy synthesis of learning goals, institutional responsibility, resources and learner-facing delivery

National authorities remain responsible for translating goals into lawful, equitable and financed delivery. System alignment for learning requires a coherent chain from educational entitlement and curriculum goals to teachers, materials, finance, institutional practice, assessment and correction. The World Development Report 2018 distinguishes schooling from learning and calls for assessment, action on evidence and alignment of actors. Those propositions are used here as a contemporaneous policy reference, not as a universal administrative model. The institutional consequence is a documented decision with a responsible body and review point. For alignment among learning goals, finance and delivery, the issue under review within Executive summary must establish whether institutional incentives and resources serve the stated learning objective.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2017-09

Thematic Research Report

Public Accountability across Central, Local and Institutional Levels

A policy synthesis of assigned responsibility, evidence, answerability and correction

For executive summary, the material distinction is between central, local and institutional bodies should know which decisions they control, which standards bind them, which resources they receive and to whom they must explain performance. For the learners concerned, the decisive consideration is whether shared work is necessary, but a general declaration that all actors are responsible can leave no authority answerable for a failed service. Accountability should connect a defined duty to evidence, public explanation, review and correction. Public accountability in education begins with assigned responsibility.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2017-07

Thematic Research Report

Regulatory Responses to Low Performance: Fair Process and Contextual Evidence

A global policy and regulatory synthesis of evidence, proportionality, institutional response and learner protection

Regulatory responses to low performance can protect learners and restore educational quality, but they can also amplify statistical error, punish schools for conditions controlled elsewhere and disrupt current education. A lawful and proportionate response therefore begins with a clearly defined concern, competent authority and evidence threshold. A low category or rank prompts enquiry; it does not by itself establish institutional fault.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2017-01

Thematic Research Report

Accountability for Refugee Education Commitments in Host Systems

A global policy and regulatory synthesis of host-system authority, finance, quality, evidence and remedy

The New York Declaration confirmed education as part of the international response to refugees and migrants, but accountability depends on what happens in host systems. A commitment becomes reviewable when it identifies the national and local authority, admission rule, education standard, recurrent finance, provider duties, evidence and remedy. International responsibility sharing can finance and support these duties; it cannot substitute for a lawful public owner of the learner pathway.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2016-09

Thematic Research Report

Education Policy for People and Planet: System Responsibilities for Sustainable Development

A policy synthesis of public duties, educational quality and the integrated 2030 Agenda

Education is both a public good in its own right and an enabling condition for sustainable development. The 2030 Agenda establishes an integrated set of goals: educational inclusion, completion, learning, knowledge and skills belong within Goal 4, while the consequences of education extend to poverty, health, gender equality, decent work, environmental stewardship, peaceful societies and international cooperation. These relations do not justify treating education as an instrument for objectives determined elsewhere. They require education authorities to protect the right to education while ensuring that curriculum, institutions, finance and public accountability equip people to participate in social, economic and environmental change.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2016-06

Thematic Research Report

Education 2030 Implementation: Governance, Coordination and National Ownership

A policy synthesis of public authority, institutional alignment, finance and accountable national implementation

Education 2030 implementation is a public-governance undertaking. The adopted 2030 Agenda sets the universal goal and targets; the Incheon Declaration states the education community's commitment; the Addis Ababa Action Agenda supplies the financing context; and the Education 2030 Framework for Action provides implementation guidance. These instruments do not administer national education systems. Governments retain responsibility for law, policy, finance, standards, delivery and public accountability according to national arrangements and international obligations.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2016-04

Thematic Research Report

Education in Emergencies after the World Humanitarian Summit

A global policy synthesis of continuity, protection, learning quality and the contemporaneous Education Cannot Wait launch

feasibility and substitute, existing, international in Education in Emergencies after the World Humanitarian Summit require to connect evidence with delivery, unequal effect and correction. The Secretary-General's report *One Humanity: Shared Responsibility* had set out a proposed Agenda for Humanity before the Summit, and the Chair's Summary recorded the Summit's principal deliberations and commitments. These documents are used with their distinct status; neither is a treaty or a substitute for existing international law.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2015-10

Thematic Research Report

The Incheon Declaration: Public Responsibilities for Inclusive and Equitable Quality Education

A global policy and regulatory synthesis of rights, public duties, finance and immediate Education 2030 implementation

The Incheon Declaration places inclusive and equitable quality education and lifelong learning within a universal public commitment. Its meaning is neither exhausted by a political slogan nor detached from existing law. It should be read with the right to education and non-discrimination, the universal development agenda adopted in September 2015, the financing agreement adopted in July, and the Education 2030 Framework for Action adopted on 4 November. Each instrument has a distinct status; together they establish a contemporaneous direction for national responsibility, cooperation, finance and review.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2015-07

Thematic Research Report

Regional Preparedness for the Transition from Education for All to Education 2030

A global policy synthesis of differentiated starting points, institutional readiness and the adopted 2015 commitments

Three relevant instruments had been adopted by the evidence date. The Incheon Declaration was adopted at the World Education Forum on 21 May 2015. The Addis Ababa Action Agenda was endorsed by the General Assembly in resolution 69/313 on 27 July 2015. The General Assembly adopted the 2030 Agenda, including Sustainable Development Goal 4, on 25 September 2015. They are used with those respective legal and institutional statuses.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2015-03

Thematic Research Report

Education Financing within the Addis Ababa Action Agenda

A contemporaneous policy synthesis of the financing-for-development preparatory and draft agenda as at 27 April 2015

Education financing should be judged by whether resources become equitable, sustained and educationally adequate service. A larger national budget can coexist with deteriorating provision in remote schools, high household costs, teacher vacancies or exclusion from secondary education. An aid commitment can be recorded without predictable disbursement or alignment with national institutions. Private finance can extend activity while creating cost, selection, quality or accountability risks. The financing account must therefore follow mobilisation, allocation, execution, learner-facing use and educational consequence.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global