Thematic Research Report series

Thematic Research Reports

241 complete publications covering the years 2005 to 2026.

Showing 12 of 12 results

241 publications in this series

ICEQC-R-2016-13December 18, 2016

Thematic Research Report

Continuity and Inclusion under the New York Declaration for Refugees and Migrants

An interpretive study of education access, continuity, recognition and public responsibility

feasibility and humanitarian, instruments, available in Continuity and Inclusion under the New York Declaration for Refugees and Migrants require to connect evidence with delivery, unequal effect and correction. It affirms shared responsibility for large movements of refugees and migrants and includes a commitment concerning access to quality education for refugee and migrant children within a limited period after arrival. At this report's evidence cut-off, the Declaration is an adopted political instrument. It should not be represented as proof of later national delivery, a completed compact or a settled global implementation arrangement. This study interprets the education responsibilities that can be stated from the Declaration and the education, human-rights and humanitarian instruments then available.

Research category: Standards Interpretation
Report archetype: Standards Interpretive Study
Geographic scope: Global

ICEQC-R-2016-12November 21, 2016

Thematic Research Report

Accelerating Learning for Children and Youth with Interrupted Schooling

A global quality-improvement study of re-entry, curriculum prioritisation, teaching support and recognised progression

Children and young people whose schooling has been interrupted require a route back into recognised education, not a permanently reduced alternative. Accelerated learning should be understood as a structured response that enables learners to recover essential curricular ground, rebuild participation and progress into an age-appropriate or otherwise suitable programme. It is not synonymous with teaching the ordinary curriculum faster, compressing instructional time without support or awarding completion on the basis of attendance alone. The improvement proposition must state the learner population, prior interruption, intended curriculum, duration, teaching conditions, assessment and recognised destination.

Research category: Quality Improvement Methods
Report archetype: Quality Improvement Study
Geographic scope: Global

ICEQC-R-2016-10October 25, 2016

Thematic Research Report

Interpreting the Education 2030 Indicator Framework for Quality and Equity

A standards interpretation of target concepts, measurement boundaries, distribution and responsible use

Sustainable Development Goal 4 is the text adopted by the General Assembly in resolution 70/1: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Its seven numbered targets and three means-of-implementation targets form part of an integrated and indivisible Agenda. Interpretation should preserve the ordinary meaning and relation of those provisions without importing indicators, definitions or reported results agreed after 25 October 2016.

Research category: Standards Interpretation
Report archetype: Standards Interpretive Study
Geographic scope: Global

ICEQC-R-2016-09October 5, 2016

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-2016-08August 28, 2016

Thematic Research Report

Improving Cross-Sector Coordination for Health, Protection and Learning

A global quality-improvement study of shared responsibility, referral and education continuity

Education participation depends on conditions that no education institution controls alone. Health, nutrition, water, sanitation, safeguarding, social protection and emergency services can determine whether learners reach, remain in and benefit from education. Coordination should connect those responsibilities without blurring professional competence or public accountability.

Research category: Quality Improvement Methods
Report archetype: Quality Improvement Methods Study
Geographic scope: Global

ICEQC-R-2016-07June 27, 2016

Thematic Research Report

National Baselines for Sustainable Development Goal 4: Availability and Comparability

A global comparative indicator study of baseline fitness, source coverage, equity and provisional comparability

National baselines for Sustainable Development Goal 4 must establish where countries and population groups stand at the beginning of implementation. The task is more demanding than locating the nearest national value. A defensible baseline is tied to a target concept, population, reference date, definition, source coverage and stated uncertainty. It preserves the actual observation year and discloses any estimation, correspondence or gap. It is designed for future comparison but does not claim comparability where programme structures, age bands, thresholds or source coverage differ materially.

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

ICEQC-R-2016-06June 22, 2016

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-2016-05June 14, 2016

Thematic Research Report

Financing Education in Protracted Crises: Needs, Gaps and Predictability

A global comparative indicator study of requirements, funding states, continuity and learner-facing use

feasibility and aggregate, amount, announced in Financing Education in Protracted Crises: Needs, Gaps and Predictability require to connect evidence with delivery, unequal effect and correction. These states are not interchangeable. A public announcement may establish intent; a pledge may remain conditional; a commitment may not yet have reached an implementing body; expenditure may purchase an input without proving that learners received the intended service. Predictability concerns whether responsible institutions can plan and sustain the complete educational condition over the relevant period, not merely whether an aggregate amount was announced.

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

ICEQC-R-2016-04June 13, 2016

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-2016-03April 21, 2016

Thematic Research Report

Global Citizenship and Sustainable Development Learning: Evidence Expectations

A global standards interpretive study of curricular intent, learning evidence, institutional coherence and equity

The adoption of target 4.7 created a broad expectation that education should contribute to sustainable development, human rights, gender equality, peace, non-violence, global citizenship and appreciation of cultural diversity. The standard is intentionally connected, but evidence cannot treat its terms as interchangeable. Global citizenship, sustainable-development learning, human-rights education and peace education have distinct normative histories and educational emphases. A responsible interpretation shows their relationships while preserving the substantive content of each.

Research category: Standards Interpretation
Report archetype: Standards Interpretive Study
Geographic scope: Global

ICEQC-R-2016-02April 9, 2016

Thematic Research Report

Building Institutional Improvement Plans around Education 2030 Priorities

A global quality-improvement study of institutional diagnosis, delivery, equity and corrective review

As at 9 April 2016, the Incheon Declaration, Addis Ababa Action Agenda, 2030 Agenda and Education 2030 Framework for Action supplied the institutional basis for early implementation. They establish a broad commitment to inclusive and equitable quality education and lifelong learning and clarify the need for coordinated, financed and reviewable action. This report uses those instruments and earlier official evidence only. It does not anticipate later indicator settlements, subsequent technical revisions or later reported results.

Research category: Quality Improvement Methods
Report archetype: Quality Improvement Study
Geographic scope: Global

ICEQC-R-2016-01February 8, 2016

Thematic Research Report

Participation in Early Childhood, Technical and Adult Education under the New Global Framework

An early Education 2030 baseline for participation, quality, equity and recognised progression across under-observed learning fields

Early childhood provision spans education, care, health and family support. Technical and vocational education spans school, college, workplace and occupational institutions. Adult education spans literacy, basic education, continuing learning, community provision and employment-related study. Administrative boundaries therefore vary, and no single register observes the full entitled population. A credible baseline begins with definitions, provider coverage and a population frame.

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