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 241 results

241 publications in this series

ICEQC-R-2023-09

Thematic Research Report

Academic Integrity and Assessment Design in the Presence of Generative Technologies

A quality improvement study of diagnostic evidence, curriculum planning, staffing, materials and review

Wider variation in learner attainment should be addressed as an instructional and system-capacity question, not as a reason to lower entitlement or blame learners and teachers. For academic integrity amid generative technologies, the proposition has a direct bearing on the issue under review within Executive summary: whether assessment design preserves valid evidence, transparency and proportionate judgement; the competent body should identify the affected population, decision authority and review point. Disruption, uneven access, prior exclusion, language, disability, mobility and different learning histories can widen the range within a class. Teachers require useful evidence, curriculum guidance, time, materials, manageable groups and specialist support.

Research category
Quality Improvement Methods
Report archetype
Quality Improvement Study
Geographic scope
Global
ICEQC-R-2023-08

Thematic Research Report

Digital Education Investment: Access, Use and Evidence of Educational Benefit

A comparative indicator study of expenditure, usable service, participation, learning and distribution

Digital education investment should be reported through a chain from public expenditure and acquired resources to usable access, educational participation, learning and distributional effect. Expenditure, devices, licences, connections and registrations describe inputs or activities. None establishes educational benefit without evidence concerning who could use the service, how it supported teaching and what changed.

Research category
Data and Indicator Research
Report archetype
Comparative Indicator Study
Geographic scope
Global
ICEQC-R-2023-07

Thematic Research Report

International Comparisons of Learning after Pandemic Disruption: Interpretive Limits

A comparative indicator study of constructs, populations, baselines, disruption and uncertainty

International comparison after pandemic disruption requires a common construct and a transparent account of unequal opportunity. Countries and populations experienced different closure periods, remote arrangements, return patterns, curriculum changes and assessment conditions. A score difference cannot be attributed to disruption without evidence separating these conditions from prior trends, population change and measurement differences.

Research category
Data and Indicator Research
Report archetype
Comparative Indicator Study
Geographic scope
Global
ICEQC-R-2023-06

Thematic Research Report

Connectivity Is Not Participation: Measuring Effective Access to Digital Learning

A comparative indicator study of household access, institutional provision, participation and educational use

The digital divide in emergency education is not captured by a single measure of internet access. For measurement of effective access to digital learning, the proposition has a direct bearing on the issue under review within Executive summary: whether connectivity results in sustained, supported educational participation; the competent body should identify the affected population, decision authority and review point. Educational use depends on a suitable device, affordable and reliable connectivity, electricity, accessible content, learner capability, household conditions, teacher interaction and institutional support. An indicator should identify which link it observes and should not infer the rest.

Research category
Data and Indicator Research
Report archetype
Comparative Indicator Study
Geographic scope
Global
ICEQC-R-2023-05

Thematic Research Report

Public Procurement Standards for Digital Education Systems

Standards interpretation for educational purpose, accessibility, rights, evidence, cost and public responsibility

Public procurement for digital education systems is an exercise of educational and public authority. A contract does not transfer the State's duties concerning equal access, privacy, accessibility, safeguarding, continuity, fair treatment, information and remedy. Procurement standards should therefore connect educational purpose and learner rights to specifications, evaluation, contract management and exit.

Research category
Standards Interpretation
Report archetype
Standards Interpretive Study
Geographic scope
Global
ICEQC-R-2023-04

Thematic Research Report

Implementation Readiness following Entry into Force of the Global Convention on Higher Education

A policy synthesis of competent authorities, fair recognition, information, records and review

The UNESCO Global Convention on the Recognition of Qualifications concerning Higher Education entered into force on 5 March 2023. By this report's 13 July cutoff, entry into force is a legal and institutional status for states bound according to the Convention's terms; it is not evidence that every recognition body, information arrangement or applicant pathway was implementation-ready.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2023-03

Thematic Research Report

Fair Recognition Procedures under a Global Qualifications Framework

A global standards interpretation of competent authority, evidence, substantial difference, reasons and review

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. For fair recognition under a global qualifications framework, the proposition has a direct bearing on the issue under review within Executive summary: whether applicants receive timely, reasoned and reviewable recognition decisions; the competent body should identify the affected population, decision authority and review point. 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.

Research category
Standards Interpretation
Report archetype
Standards Interpretive Study
Geographic scope
Global
ICEQC-R-2023-02

Thematic Research Report

Evaluating Educational Technology before System-Wide Adoption

A quality-improvement study of educational purpose, bounded trials, equity, evidence and authorised decisions

System-wide adoption of educational technology should follow, not precede, a reasoned account of educational need, viable alternatives, access conditions, institutional capacity, rights, cost and evidence. A tool may function as specified while failing to improve the learner-facing service. Procurement, connection, registration and use are activities; none establishes educational benefit by itself.

Research category
Quality Improvement Methods
Report archetype
Quality Improvement Study
Geographic scope
Global
ICEQC-R-2023-01

Thematic Research Report

Strengthening Institutional Decisions on Technology through Pilots and Independent Evidence

A quality improvement study of educational purpose, bounded trials, equity, evidence and correction

An institutional technology decision should begin with an educational need, not a product category. For institutional technology decisions based on pilots and independent evidence, the proposition has a direct bearing on the issue under review within Executive summary: whether adoption follows demonstrated educational benefit and reviewable safeguards; the competent body should identify the affected population, decision authority and review point. The institution should identify the learner-facing condition to improve, existing evidence, affected population, alternatives and authority. A pilot can reduce uncertainty where it is bounded, reversible and designed to answer a decision question. Adoption should not precede evidence merely because a tool is available.

Research category
Quality Improvement Methods
Report archetype
Quality Improvement Study
Geographic scope
Global
ICEQC-R-2022-11

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-2022-10

Thematic Research Report

Transforming Education: From National Commitment to Implementable Reform

A policy synthesis of authority, baseline, finance, institutional capability and public review

The Transforming Education Summit took place in September 2022 and the Secretary-General issued a vision statement within this report's evidence period. These are political commitments and agenda-setting instruments. They do not establish that national law, budgets, institutional capacity, teaching or learner outcomes changed by the 19 October cutoff. National reform should therefore be assessed through an implementation chain rather than the ambition of a statement.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2022-09

Thematic Research Report

Attendance, Re-enrolment and Completion as Recovery Indicators

A comparative indicator study of attendance, return, progression, completion and responsible recovery inference

The digital divide in emergency education is not captured by a single measure of internet access. Educational use depends on a suitable device, affordable and reliable connectivity, electricity, accessible content, learner capability, household conditions, teacher interaction and institutional support. An indicator should identify which link it observes and should not infer the rest.

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