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