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Thematic Research Report series

Thematic Research Reports

241 complete publications covering the years 2005 to 2026.

Showing 10 of 10 results

241 publications in this series

ICEQC-R-2019-10

Thematic Research Report

Recognition of Qualifications under the 2019 Global Convention: Fairness, Transparency and Information

A global standards interpretive study of fair assessment, evidence, reasons and institutional information

The 2019 Global Convention establishes a global normative basis for fair, transparent and non-discriminatory recognition of higher-education qualifications and partial studies. It supports mobility and cooperation without requiring automatic equivalence. Competent recognition authorities retain responsibility for individual decisions and should interpret differences in relation to the stated recognition purpose.

Research category
Standards Interpretation
Report archetype
Standards Interpretive Study
Geographic scope
Global
ICEQC-R-2019-09

Thematic Research Report

Substantial Difference and the Burden of Evidence in Recognition Decisions

A standards interpretation of relevant difference, proof, reasons, proportionality and review

feasibility and disprove, unspecified, doubts in Substantial Difference and the Burden of Evidence in Recognition Decisions require to connect evidence with delivery, unequal effect and correction. The relevant question is whether an evidenced difference is substantial for the specific recognition purpose. The competent body should identify the receiving requirement, examine authentic and educational evidence, determine whether a difference prevents the intended progression, and give reasons. The applicant should have access to review and should not be required to disprove unspecified doubts.

Research category
Standards Interpretation
Report archetype
Standards Interpretive Study
Geographic scope
Global
ICEQC-R-2019-08

Thematic Research Report

Education Planning in Cities Receiving Large Migrant Populations

A global policy synthesis of urban capacity, school access, language support, finance and social inclusion

feasibility and outcomes, already, changed in Education Planning in Cities Receiving Large Migrant Populations require to connect evidence with delivery, unequal effect and correction. 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
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2019-07

Thematic Research Report

National SDG 4 Benchmarks as a Contextual Basis for Comparative Monitoring

A global comparative indicator study of benchmark construction, ambition, equity and public accountability

National Sustainable Development Goal 4 benchmarks can add essential context to comparative monitoring. They show an intended pace from a stated baseline under national conditions. They do not replace universal education commitments, observed results or the substantive learner entitlement. A benchmark, normative target and forecast are different statements and should remain distinguishable.

Research category
Data and Indicator Research
Report archetype
Comparative Indicator Study
Geographic scope
Global
ICEQC-R-2019-06

Thematic Research Report

International Student Mobility: Stocks, Flows and Unequal Opportunity

A comparative indicator study of populations, destinations, participation and distribution

International student mobility should be reported through measures that distinguish stock, inflow, outflow, participation and transition. A stock counts internationally mobile students present at a time; a flow counts entries or exits during a period. Neither is a mobility rate until a defined population supplies the denominator. Country of citizenship, prior residence and prior education can identify different groups, and changes in definition can alter the apparent trend.

Research category
Data and Indicator Research
Report archetype
Comparative Indicator Study
Geographic scope
Global
ICEQC-R-2019-05

Thematic Research Report

Regional Coordination on School Placement, Records and Language Support

A global policy synthesis of coordinated admission, portable records, language provision and accountable transfer

feasibility and outcomes, already, changed in Regional Coordination on School Placement, Records and Language Support require to connect evidence with delivery, unequal effect and correction. 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
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2019-04

Thematic Research Report

Migration and Education: Duties of Access, Inclusion and Continuity

A global policy and regulatory synthesis of admission, substantive inclusion, continuity and remedy

Migration does not suspend the right to education. Learners should enter without avoidable delay, and missing documents or unresolved status should not become absolute barriers. Placement should consider age, prior learning, language and interrupted exposure, with prompt review rather than permanent judgement. Older adolescents and adults also need recognised routes into secondary, vocational and second-chance education.

Research category
Industry Policy and Regional Regulatory Analysis
Report archetype
Policy and Regulatory Synthesis
Geographic scope
Global
ICEQC-R-2019-03

Thematic Research Report

Improving Credit Mobility through Clear Learning Outcomes and Reliable Records

A quality improvement study of credit decisions, evidence, learner records, recognition and correction

feasibility and enough, support, progression in Improving Credit Mobility through Clear Learning Outcomes and Reliable Records require to connect evidence with delivery, unequal effect and correction. It does not require automatic equivalence among institutions or systems. A competent body should compare documented learning outcomes, level, volume, assessment and programme requirements, give reasons for any difference that matters, and provide a route to review. The decision should be intelligible to the learner and portable enough to support later progression.

Research category
Quality Improvement Methods
Report archetype
Quality Improvement Study
Geographic scope
Global
ICEQC-R-2019-02

Thematic Research Report

Institutional Support for Learners Entering with Diverse Education Histories

A global quality-improvement study of entry, placement, recognition, bridging support and educational continuity

feasibility and outcomes, already, changed in Institutional Support for Learners Entering with Diverse Education Histories require to connect evidence with delivery, unequal effect and correction. 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
Quality Improvement Methods
Report archetype
Quality Improvement Study
Geographic scope
Global
ICEQC-R-2019-01

Thematic Research Report

Education Participation among Migrants and Displaced Persons: Comparability and Missing Data

A global comparative indicator study of definitions, coverage, continuity, recognition and evidence gaps

Education participation among migrants and displaced persons cannot be represented by a single category or source. Refugee status, displacement, citizenship, birthplace, arrival and migration history arise from different legal and statistical purposes. Every comparison should state the operative definition, reference date and education question, and should not treat a proxy as a complete account of movement or need.

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