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-2014-09September 25, 2014

Thematic Research Report

Positioning Quality Education within the Post-2015 Development Framework

A global policy synthesis on educational substance, equity, measurement and public responsibility

Quality education should occupy a constitutive, rather than supplementary, position in the development framework being considered for the period beyond 2015. Access, equity, learning, teaching conditions and recognised progression describe connected aspects of one public obligation. A framework that treats access as the goal and quality as an optional qualification risks counting participation without examining its educational substance. A framework that treats measured learning as the whole goal risks excluding children who never enter, do not attend regularly or are absent from assessment. The policy task is to express a concise global commitment without separating conditions that jointly determine whether the right to education is secured.

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

ICEQC-R-2014-04April 3, 2014

Thematic Research Report

Regional Priorities for a Universal Education Goal beyond 2015

A global policy synthesis of common obligations, differentiated priorities and measurable educational progress

Institutional action on executive summary should be tested against universality concerns the right and its minimum substance. A contrary reading would overlook that differentiation concerns the route, pace, sequencing and additional effort required to realise that right. The formulation of an education goal beyond 2015 presents a double public obligation. The goal must be universal enough to express an equal claim to education and precise enough to expose unequal progress; it must also permit regions and countries to act upon different starting points without converting those differences into weaker entitlements. A common global framework should therefore establish the educational substance owed to every learner, while national and regional plans identify the barriers, institutional capacities and financing measures most relevant to securing it.

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

ICEQC-R-2013-11November 7, 2013

Thematic Research Report

Regional Education Capacity under Large-Scale Refugee Inflows

A policy and regulatory synthesis for education authorities in the Middle East and neighbouring host systems

children, receive, dependable, instruction require Regional Education Capacity under Large-Scale Refugee Inflows 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: Industry Policy and Regional Regulatory Analysis
Report archetype: Policy and Regulatory Synthesis
Geographic scope: Middle East and neighbouring host systems

ICEQC-R-2013-07October 6, 2013

Thematic Research Report

Public Planning for Double-Shift and Other Emergency Schooling Arrangements

A global policy and regulatory synthesis of capacity, instructional sufficiency, protection, equity and exit

Double shifts and other emergency arrangements can preserve education when conflict, displacement, damaged facilities or sudden population growth make ordinary provision unavailable. Their value lies in timely, safe and recognised continuity. Their risk is that an emergency label normalises a lower tier: shorter teaching, larger classes, weaker materials, inaccessible routes, unsupported teachers and uncertain assessment or progression. Public planning should therefore define the minimum service, disclose limitations and attach a funded restoration and exit condition from the first day.

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

ICEQC-R-2013-02February 26, 2013

Thematic Research Report

Equitable Access to Secondary Education for Displaced Adolescents

A global policy and regulatory synthesis of admission, continuity, recognition and host-system capacity

support, recognised, learning, forward require Equitable Access to Secondary Education for Displaced Adolescents to distinguish authority, delivery, distribution and remedy in . Secondary entry may require prior records; programmes divide into routes; subject teachers and laboratories become important; examinations determine progression; and distance and household cost rise. A place at school is therefore necessary but insufficient. Equitable access means timely admission, usable teaching, fair placement, language and disability support, recognised learning and a route forward.

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

ICEQC-R-2012-11December 26, 2012

Thematic Research Report

Youth Skills Policy: Balancing Employability, Citizenship and Lifelong Learning

A global policy and regulatory synthesis of capabilities, pathways, equity, transition and public purpose

Youth skills policy should serve three connected public purposes: capability for decent work, capability for citizenship and capability for continued learning. Employability without rights, judgement and adaptability can prepare a young person only for a narrow and uncertain vacancy. Citizenship without foundational and practical capability can remain abstract. Lifelong learning without accessible pathways, recognition and guidance remains an aspiration. A balanced policy makes all three purposes visible in outcomes, teaching, assessment, qualifications, finance and public evidence.

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

ICEQC-R-2012-08May 28, 2012

Thematic Research Report

Public Regulation of Rapidly Expanding Post-Secondary Provision

A global policy and regulatory study of lawful entry, continuing oversight and learner protection

Rapid expansion in post-secondary provision can widen participation, increase programme diversity and respond to changing social and economic demand. It also increases the number of learners relying on institutions, delivery sites, partnerships and public claims that may not be visible through a one-time market-entry decision.

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

ICEQC-R-2012-04April 12, 2012

Thematic Research Report

Skills Development within the Sustainable Development Policy Agenda

A global policy and regulatory synthesis of capability, decent work, resource transition and equitable education

Skills development sits within sustainable-development policy as an education, labour, industrial, social and institutional concern. It includes foundational learning, technical and professional capability, judgement, adaptability and continued learning. It should not be reduced to a list of occupations assumed to be environmentally beneficial. Sector transitions change tasks within existing work as well as create or contract occupations. Skills policy must therefore balance specific capability with broad educational foundations and recognised routes for later adaptation. For sustainable-development skills policy, the proposition must connect capability, equitable institutions, decent work and environmental and social purpose.

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

ICEQC-R-2011-11December 13, 2011

Thematic Research Report

Cross-Border Coordination for Displaced Learners and Education Records

A global policy and regulatory synthesis for admission, record continuity, recognition and return

boys, delay, whose, task are material to cross-border coordination for displaced learners and education records only when the record connects the stated measure to actual delivery and affected learners. 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: Industry Policy and Regional Regulatory Analysis
Report archetype: Policy and Regulatory Synthesis
Geographic scope: Global

ICEQC-R-2011-03July 16, 2011

Thematic Research Report

The Protection of Education Continuity in Conflict-Affected Systems

A global policy and regulatory synthesis of protected functions, displacement, delivery, recovery and public evidence

Armed conflict creates an education crisis that is measured inadequately by damaged buildings and formal school closure. Learners may remain registered while routes become unsafe, teachers are displaced, instructional time contracts, materials cease to arrive, language support disappears, assessment is missed and records are lost. Attack and threat affect not only the immediate site but also family confidence, staff retention, public administration and future progression. Protecting continuity therefore means preserving a connected set of educational functions under lawful authority and restoring lost opportunity where those functions fail.

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

ICEQC-R-2010-06July 6, 2010

Thematic Research Report

Education Continuity after Major Disaster: Public Responsibilities and Recovery Priorities

A policy and regulatory synthesis for disaster-affected education systems

When education systems are severely disrupted, the loss is not confined to buildings, teaching time or enrolment. The evidentiary links that connect a learner to prior participation, demonstrated learning, a recognised record and the next educational opportunity can also be broken. Reopening without repairing those links exposes learners to misplacement, repetition, denial of admission, invalid assessment and certificates that cannot be trusted. The burden falls most heavily on people whose records were already incomplete or whose circumstances make formal proof difficult.

Research category: Industry Policy and Regional Regulatory Analysis
Report archetype: Policy and Regulatory Synthesis
Geographic scope: Disaster-affected systems

ICEQC-R-2010-02April 3, 2010

Thematic Research Report

Regional Approaches to Education for Mobile and Remote Communities

A global policy and regulatory synthesis of rights, regional service models, continuity, learning quality and accountable delivery

Mobility and remoteness are not marginal exceptions to an otherwise settled education system. They are enduring features of pastoral, agricultural, fishing, forest, island, mountain, border, displaced and peri-urban communities. Education policy nevertheless continues to be organised predominantly around a fixed school, a stable catchment, a uniform calendar, a resident teacher and a learner whose records remain within one administrative territory. Where those assumptions do not hold, the resulting exclusion is too readily attributed to families’ movement, sparse population or difficult geography. The public duty is instead to make recognised, safe and good-quality education usable across those conditions.

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