Education and Disability: Analysis of Data from 49 Countries

A new paper from the UNESCO Institute for Statistics (UIS), Education and Disability, presents the first in-depth analysis of available data for 49 countries. It confirms that persons with disabilities are less likely to ever attend school, more likely to be out of school and that they tend to have fewer years of education than persons without disabilities. They are less likely to complete primary or secondary education and are less likely to possess basic literacy skills.

New Report: How to Measure Equity in Education

A new report shows how countries can measure the education progress of the most marginalized populations to ensure no one is left behind. Sustainable Development Goal 4 (SDG 4) calls for inclusive and equitable quality education for all, spanning not only gender parity in learning but also equitable educational opportunities for persons with disabilities, indigenous peoples, disadvantaged children and others who are at risk of exclusion from education.

UIS at CIES 2018: How to Measure Equity in Education so that No One is Left Behind in SDG 4

The UIS will be showing the way forward on how to measure equity in education through a series of presentations and panel discussions at the annual conference of the Comparative and International Education Society (CIES), taking place in Mexico City from 25-29 March.

Thousands of education experts will gather at the conference, which will focus on the theme “Re-mapping Global Education”, and explore research and policy dialogue from the global South.

Tell Us What You Think! Online Consultations on Global Frameworks of Reference for Digital Literacy Skills and Reading

On behalf of the Global Alliance to Monitor Learning (GAML), we need your feedback on two new framework that will pave the way forward to the first global indicators on digital literacy skills and reading.

As part of Sustainable Development Goal (SDG) 4, countries have pledged to “substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship” as part of Target 4.4.  

How Can We Measure SDG Progress on Science, Technology and Innovation?

The UN Statistical Commission is meeting in New York this week (6-9 March) to discuss a range of data related to the Sustainable Development Goals (SDG). While the UNESCO Institute for Statistics (UIS) is clearly recognized as the official data source for SDG 4 on education, the Commission will also be reviewing the role of the UIS in helping to monitor progress towards SDG 9 on innovation.

International Women’s Day – Explore the Latest UIS Data with the eAtlas of Gender Inequality in Education

To mark International Women’s Day  (March 8) the UIS is releasing a new edition of the UNESCO eAtlas of Gender Inequality in Education.

The eAtlas provides a wide range of sex-disaggregated data produced by the UIS for all levels of education. Maps, charts, and detailed background information highlight the persistent barriers girls and women must overcome to get an education.

Data show progress, but also persistent barriers

Advocating for Girls’ Education: Why We Need Data

International Women’s Day on March 8 is a time for reflection on the successes that women and girls around the world have made in pursuit of gender equality. But as the theme of the day, ‘Press for Progress’, suggests, we must also consider the challenges ahead.

Past progress does not in itself imply a better future – we have to guard against complacency and continue to press forward for change.

In global education, that means all children should be in school, learning, and developing the skills they need to boost incomes and contribute to their communities.