| UNESCO UIS

Education Data Release: One in Every Five Children, Adolescents and Youth is Out of School

UIS releases data for reference year 2016

New figures on the number of children out of school worldwide reveal that, despite decades of efforts to get every child into the classroom, progress has come to a standstill. According to data from the UNESCO Institute for Statistics (UIS), about 263 million children, adolescents and youth worldwide (or one in every five) are out school – a figure that has barely changed over the past five years.

SDG4-Education 2030 Steering Committee: Time for a Concerted Push to Help Countries Produce the Best Possible Data

Submitted by Anonymous (not verified) on February 23, 2018 - 10:56am

With so many threads coming together.. the task now is to weave them into one coherent whole as we push for the best possible data on education to monitor progress towards Sustainable Development Goal 4 (SDG 4). And the Fourth SDG-Education 2030 Steering Committee Meeting in Paris this week is an opportunity to do just that.

Progress is being made in defining SDG 4 indicators

New Guide to Help Countries Implement Learning Assessments

In its capacity-building efforts, the UNESCO Institute for Statistics (UIS) has published an easy-to-use guide to help countries administer learning assessments. Data on learning allow governments to better target policies and practices to raise outcomes of students.

Featured Products

Publications in focus at CIES 2018, Mexico City, 25-29 March 2018

The UIS will be organizing a series of presentations at the conference and will also be hosting a publication stand in the main hall.

Handbook on Measurement of Equity in Education

SDG 4 Data Digest 2017, the UIS flagship publication, presents a framework and strategy to improve national data quality needed to monitor SDG 4.

Calling All Assessment Experts! Online Consultation on Global Framework of Reference for Mathematics

Submitted by Anonymous (not verified) on February 9, 2018 - 3:04pm

The Global Alliance to Monitor Learning (GAML) is making steady progress in defining the learning outcomes indicators of the SDG 4 monitoring framework. The first step for all of these indicators – whether they refer to adult numeracy, digital literacy or global citizenship skills - is to develop a framework that by listing all of the content and skills can serve as reference to teach, develop and assess children, youth and adults.

UIS to Play Key Role in New Public-Private Initiative for SDG 4 Data

A Global Sharing Network to Strengthen Countries’ Education Data

Submitted by Anonymous (not verified) on February 1, 2018 - 11:41am

No strategy – no matter how thorough – can succeed unless it is backed by good data that chart progress towards its objectives and meets the needs of its users, especially countries.

Success in Dubai: Pushing Ahead on SDG 4 Data

Submitted by Anonymous (not verified) on January 26, 2018 - 10:43am

As we unpack our bags following last week’s meeting of the Technical Cooperation Group (TCG) in Dubai, it seems a good time to unpack our thoughts on the success of the event. Over three days, representatives of countries, technical partners, donors and civil society reviewed progress in developing the indicators and estimating the resources needed to help countries implement the global and thematic monitoring frameworks for Sustainable Development Goal 4 (SDG 4).

SDG 4 Data: Investing Millions Today Will Save Billions in the Future

Submitted by Anonymous (not verified) on January 26, 2018 - 10:40am

In many countries, education ministers are like air traffic controllers, who see a storm on the horizon but find that 80% of their navigation instruments are either malfunctioning or non-existent.

We Need to Re-Boot the Education Sector with Demand-Side Data Innovation

Submitted by k.frostell on January 12, 2018 - 3:31pm

For years, the UNESCO Institute for Statistics (UIS) and many other international agencies have been assisting countries in producing better education data, which are needed more than ever. The approach has typically been supply-side: capacity building, technical assistance, donation of hardware and software, etc. This has led to significant improvement. For example, today we have much better data on primary school completion rates than we did 20 years ago.