Six out of ten children and adolescents are unable to meet minimum proficiency levels in reading and mathematics, according to the UIS. A new paper presents the methodology used to produce these estimates and the rationale for developing a global composite indicator.
Driving systematic change in critical areas such as health, energy and infrastructure is the task of the Global Future Council's 700 members in Dubai this week. They are investigating how breakthrough technologies can be used to "join the dots".
The Global Alliance to Monitor Learning (GAML) is designed to improve learning outcomes by supporting national strategies for learning assessments and developing internationally-comparable indicators and methodological tools to measure progress towards key targets of SDG 4.
The UNESCO Institute for Statistics and the UNESCO International Bureau of Education are working together to support national strategies for measuring learning and to enable international reporting on SDG 4.1 within the Education 2030 Framework for Action. Together, they analysed 115 national assessment frameworks, from 53 Member States, using a new coding scheme of mathematical content domains and sub-categories, with the aim of finding ways to link different assessment results and to report them in a globally-comparable way.
The UNESCO Institute for Statistics (UIS) has launched a global consultation on a set of key definitions used in “UNESCO’s Recommendation Concerning the International Standardization of Statistics on Science and Technology”. By updating these definitions, the UIS is seeking to improve the accuracy, reliability and comparability of international data on science and technology (S&T).
You did well at school and at college. You studied hard and made great sacrifices to qualify as a teacher – determined to help the next generation reach their full potential. But now you’re standing in a poorly-equipped classroom in front of 50 children aged from 6 to 11 years old. You have a few textbooks that are falling apart, only a handful of pens and pencils, a few scraps of paper, and no chalk for the chalkboard painted on the crumbling wall behind you. And your pupils are looking at you expectantly, ready for you to teach them everything that they need to know.
The international community has pledged to have all children and youth in school and learning by 2030 as part of Sustainable Development Goal 4 (SDG 4). Yet according to estimates by the UNESCO Institute for Statistics (UIS), about 617 million – or six out of ten – children and adolescents worldwide are unable to meet minimum proficiency levels in reading and mathematics.
On the day that the UNESCO Institute for Statistics (UIS) released new global numbers of children and adolescents not learning, representatives from regional and international learning assessments gathered in Hamburg, Germany.
The UIS has released new internationally-comparable cultural employment statistics. The collection includes 195 indicators offering a comprehensive perspective of cultural industries in 73 countries and territories.
The release includes data for the reference year 2015 and detailed metadata for each indicator as well as country-level information.
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs).