We know it is critical to measure equity in education: the fairness of education provision and quality of learning outcomes, as well as access to schooling, if we are to meet the global goals and targets for education.

We also know there are many different ways to conceptualize the measurement of equity, with different perspectives, start points and aims – often driven by the current political climate.  

As delegates gather for the World Bank South Asia Regional Workshop on Learning Assessment in New Delhi to share knowledge and learning on assessment practices in basic education in the South Asia region, the PAL Network of citizen-led assessment organizations spanning South Asia, Africa and Central America have just released their newly-created network-wide

As delegates gather in New Delhi for the South Asia Regional Conference on Using Large-Scale Assessments to Improve Teaching and Learning, a new synthesis paper from the UIS makes the case for greater investment.

Reinforcing and deepening regional synergies in education will be at the forefront of the Pan-African High-Level Conference on Education (PACE 2018) in Nairobi from 25-27 April.

It’s Global Action Week for Education, with the focus firmly on accountability. As we all know, if we want to hold our decisionmakers to account, we must have good data. Without it, we have little evidence of whether they are keeping their promises or not.

It may sound dry and dusty, but an education management information system (EMIS) lies at the very heart of efforts to monitor progress towards the world’s education goals, particularly Sustainable Development Goal 4 (SDG 4). It is a vital instrument that has, perhaps, had less attention than it deserves, given that an EMIS should be, in essence, in the core of the planning and policy implementation processes in a country’s education ‘machine’.

As the Inter-agency and Expert Group on SDG Indicators (IAEG-SDGs) meets in Vienna from 9-12 April 2018, a perspective from Sweden illustrates the challenges even the world’s most advanced statistical systems face in producing the education data needed to monitor and achieve the global education goal.  

New analysis confirms that persons with disabilities are nearly always worse off than those without disabilities when it comes to education 

Persons with disabilities are among the most marginalised groups in any society. Many face daily discrimination in the form of negative or even hostile attitudes and are often excluded from their fundamental human rights by poor policy choices and lack of specialised services and support. For children with disabilities, this exclusion can include the denial of the basic right to a quality education.