Review Standards for Educational Institutions

Few education frameworks succeed in balancing equity, quality and accountability across all system levels. This review does. Developed by the European Agency for Special Needs and Inclusive Education, it synthesizes international evidence to build a multi-level, multi-stakeholder model for inclusive monitoring, evaluation and accountability. It challenges top-down compliance models and proposes a coherent cycle of continuous improvement where schools, communities and national actors share responsibility. For M&E professionals, policymakers and education leaders, this is not just a literature review—it is a strategic foundation to rethink system design for inclusive excellence. The document brings together research, policy analysis and practical structures to shape inclusive quality assurance systems across levels and stakeholders: – Definitions of inclusive education grounded in rights-based, equity-driven principles adopted across Europe – Analysis of how school self-evaluation, national learner assessments and teacher appraisal can drive system-level change – Frameworks for collaborative working across ministries, schools, families and civil society to support inclusive improvement – Exploration of summative vs formative accountability and the risks of high-stakes systems – Case examples of inclusive school leadership, cross-sector cooperation, and evaluation models adapted for diverse learners – Guidance on participatory evaluation and the meaningful use of data at learner, school and national levels – Criteria and indicators aligned with EU, UN and OECD inclusive education commitments – A draft model for a multi-level monitoring and accountability system integrating policy, practice and governance This is not a theoretical review to be cited—it is a platform to be built upon. It offers the intellectual architecture to create systems where all learners matter equally, and where policy drives real inclusion, not only formal compliance.

The wait is over! ISO 21001:2025 is here-  Management Systems for Educational Organizations – Requirements with Guidance for Use Published in July 2025, this revision is a major step forward in shaping quality education worldwide. As #ProjectLeader, I’m honored to have contributed to this important work. Grateful to ISO - International Organization for Standardization for the guidance and to the Bureau of Indian Standards for their trust and support. What’s new in ISO 21001:2025? 1️⃣ Expanded vocabulary – Includes updated terms like evaluation, formative and summative assessment, and learner with special needs. 2️⃣ Sustainability integration – Climate change considerations embedded in the organizational context. 3️⃣ Clearer framework – Stronger distinction between learning delivery, assessment methods, and evaluation criteria. 4️⃣ Broader stakeholder classification – As detailed in Annex C. 5️⃣ Process mapping – Core education management processes mapped to requirements (Annex E). 6️⃣ Enhanced alignment with other standards– Updated examples of alignment with European standards, especially EQAVET (Annex F). 7️⃣ Digital/hybrid learning recognition - Enhanced guidance for virtual delivery, quality assurance, and data protection. What this means for education? ✅ More inclusive and equitable learning experiences ✅ Stronger sustainability and institutional resilience ✅ Robust digital and hybrid learning models ✅ Better data protection in an AI-enabled education ecosystem A heartfelt thank you to all the members of our dedicated working group WG7, our ISO TC 232 Technical Programme Manager Sally Swingewood, Chair Bill Rivers, and Committee Manager Fei HOU. I’m truly proud of what we’ve achieved together. Looking ahead: Let’s leverage ISO 21001:2025 to inspire learner-centered, future-ready education systems across the globe. #ISO21001 #EducationStandards #QualityEducation #SustainabilityInEducation #AIInEducation #isostandards

British Columbia Strengthens International Education Standards The Ministry of Post-Secondary Education and Future Skills has released an updated Education Quality Assurance (EQA) Code of Practice, effective January 2025, with further refinements in April 2025. This marks a significant step toward strengthening the quality and accountability of international education across the province. Context: International education plays a vital role in British Columbia — enriching our education system while contributing to the province’s social, cultural, and economic development. It links local communities to the global knowledge economy and supports reconciliation efforts by aligning with the Truth and Reconciliation Commission’s Calls to Action and the Declaration on the Rights of Indigenous Peoples Act. The Purpose of the Code: This Code establishes consistent standards for EQA-designated institutions: • Delivering programs to international students • Engaging and overseeing education agents • Providing meaningful student support and fostering a positive, inclusive learning experience By applying for or maintaining EQA designation, institutions commit to: • Transparent marketing and communication • Ethical engagement with education agents • Accessible support services and housing information • Student success and well-being, both during and after studies Institutions are now required to regularly demonstrate compliance with these standards as part of EQA reviews. This is more than a policy update — it is a call to action for all post-secondary institutions in British Columbia to ensure international students receive the education, support, and respect they deserve. Access the full Code here: https://lnkd.in/gn6iuXFF #BCEducation #InternationalStudents #EQA #EducationStandards #StudentSupport #GlobalLearning #ReconciliationInEducation #PostSecondaryBC #EdPolicy #EduNewsCanada

Safeguarding Insights from ISI’s 2024–2025 Annual Review of Inspections The Independent Schools Inspectorate (ISI) has published its annual review, offering a comprehensive overview of 557 inspection outcomes across association independent schools in England. This report provides valuable thematic insights into leadership, pupil wellbeing, and safeguarding practices. 🔍 What does the review cover? The report evaluates how well schools meet the Independent School Standards, with a strong emphasis on pupil wellbeing as defined in the Children Act 2004. It includes inspection outcomes across routine, material change, additional, and progress monitoring inspections, as well as insights into early years, boarding, and SEND provision. 🛡️ Key Safeguarding Findings Positive practice: Many schools demonstrated a strong safeguarding culture, with staff receiving up-to-date training and clear procedures being followed diligently. Areas of concern: In some schools, the designated safeguarding lead (DSL) lacked the necessary status or authority. Recruitment checks were not always completed or recorded in line with statutory guidance. Boarding Schools: While most met the National Minimum Standards, some required improvements in accommodation, food provision, and safeguarding-related staff training. ⚠️ Safeguarding Implications These findings highlight the need for: Robust safeguarding leadership with empowered DSLs. Accurate and timely recruitment checks. Clear safeguarding procedures that align with statutory guidance. Ongoing staff training and inter-agency collaboration. ✅ Actions and Recommendations Ensure safeguarding policies are current, accessible, and reflect actual practice. Strengthen governance oversight, particularly around safeguarding responsibilities. Improve consistency in applying behaviour policies and attendance monitoring. Enhance safeguarding in boarding settings through better staff training and clearer reporting procedures. This review is a vital resource for safeguarding professionals seeking to benchmark and improve practice. It reinforces the importance of leadership, accountability, and a culture of continuous improvement in keeping children safe. Read more: https://lnkd.in/etYnQbiP