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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-2025-08

Thematic Research Report

Leadership for Inclusion in Central and Eastern Europe, the Caucasus and Central Asia

A regional policy synthesis on authority, professional capacity, participation, language, evidence and public responsibility

Regional evidence 1 indicates that Leadership for inclusion in Central and Eastern Europe, the Caucasus and Central Asia should be interpreted through diverse constitutional, administrative, linguistic, demographic and territorial contexts. The regional label is useful for structured dialogue but does not imply a single governance model, historical trajectory or pattern of exclusion.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Central and Eastern Europe, the Caucasus and Central Asia
ICEQC-R-2025-07

Thematic Research Report

Sustainable Financing of the Teaching Profession under Fiscal Constraint

Policy options for recurrent workforce capacity, equitable deployment and service continuity

Financing the teaching profession is a recurrent public obligation. Salaries, social protection, preparation, induction, professional development, leadership, reasonable workload and safe working conditions sustain the daily capacity through which education rights are realized. Treating these requirements as a residual after other allocations creates predictable risks to access, continuity, inclusion and learning.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2025-06

Thematic Research Report

Basic Skills and STEM Policy: Targets, Equity and System Capacity

A quality-improvement study of progression, curriculum, support, equity and institutional correction

Tertiary completion is shaped by the coherence of the programme learners encounter and the timeliness of support when progression becomes uncertain. For basic-skills and STEM policy, this proposition directly informs the issue under review within Executive summary: whether targets, equity and system capacity form a credible improvement settlement; the competent body should identify the population, decision authority and review point. Entry alone does not constitute opportunity if requirements are opaque, essential modules are unavailable, assessment is poorly sequenced, credit decisions are delayed or support arrives after a learner has disengaged. Improvement should therefore examine the pathway from admission to award as an institutional responsibility rather than treating non-completion as an unexplained individual deficit.

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