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How the SDG 4.1.1 Framework and Learning Poverty Can Help Countries Focus Their Education Policy Response to COVID-19

Submitted by t.guyatt on March 22, 2021 - 2:14pm

João Pedro Azevedo, Lead Economist, Education Global Practice, World Bank Group and Silvia Montoya, Director, UNESCO Institute for Statistics (UIS)

Most governments and development partners are working on identifying, protecting, and supporting learning of the most vulnerable members of the COVID-19 generation. In this blog, we examine how the SDG 4.1.1 framework and the concept of learning poverty are well positioned to help countries understand and act on the impacts of COVID-19 on schooling and learning.

Bridging CESA 16-25 and SDG 4: Using regional benchmarks to meet education objectives

Submitted by t.guyatt on March 19, 2021 - 10:52am

By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS) and Daniel Capistrano, University College Dublin

Using Household Surveys to Achieve the SDG 4 Objectives of Inclusivity and Equity

Submitted by t.guyatt on March 19, 2021 - 10:15am

By Friedrich Huebler, Head of Education Standards and Methodology at the UNESCO Institute for Statistics (UIS)

New INEE Reference Group to Drive Reforms and Set Global Standards for EiE Data

Submitted by t.guyatt on March 19, 2021 - 9:44am

By ECW, FHI 360, INEE, NORRAG, and the UIS

This post is cross-published by ECW, FHI 360, INEE, NORRAG, and the UNESCO Institute for Statistics.

Ensuring the Next Generation are Global Citizens and Stewards of Sustainable Development: Why Monitoring SDG 4.7 is Essential

Submitted by t.guyatt on March 18, 2021 - 5:04pm

By Andrés Sandoval-Hernández, University of Bath, and Diego Carrasco, Pontificia Universidad Católica de Chile

When UN Member States adopted the 2030 Agenda and its 17 Sustainable Development Goals (SDGs), there was not much discussion about how these goals were going to be measured. As we enter the Decade of Action, deciding on a measurement strategy for all SDGs and their targets has become a pressing issue.

Assessments of Learning Loss and Remote Education Inform Data-Driven Response to COVID-19

Submitted by t.guyatt on March 18, 2021 - 3:22pm

By Silvia Montoya, Director, UNESCO Institute for Statistics

Prepared for the Future: A New Indicator That Combines Completion with Learning

Submitted by t.guyatt on March 18, 2021 - 3:10pm

By Silvia Montoya, Director, UNESCO Institute for Statistics (UIS) and Manos Antoninis, Director, Global Education Monitoring Report

Recalculating Proficiency in Schools: COVID-19 Related Learning Losses and Dropping Out

Submitted by t.guyatt on March 18, 2021 - 2:51pm

Traditional ways of measuring educational proficiency, based on assessment results and the percentage of children enrolled in schooling, may not be as effective a measurement while COVID-19 impacts upon attendance rates.

Analysts working with SDG indicators on learning proficiency, in particular Indicator 4.1.1, would in many cases be familiar with a formula such as the following:

Updates to UIS Database Include a Data Refresh for Education

The UNESCO Institute for Statistics (UIS) updates its database three times a year as new data from Member States become available through the annual surveys.

For the data refresh taking place on 3 March 2021, the UIS is updating economic data on education expenditure, as well as indicators on literacy and educational achievement as follows:

Indicators refined:

Projections for Learning Proficiency can Inform Future Educational Strategies

Submitted by t.guyatt on February 8, 2021 - 4:45pm

The UNESCO Institute for Statistics (UIS) will soon be releasing its projections of the impact of COVID-19 on the learning proficiency of children and youth, building upon previous UIS projections published in early 2020, before the pandemic. Projections of this kind are vital and inform the planning conducted by national governments, global bodies, and development assistance organizations.