From Concept to Practice: Five Steps to Measure Education Equity

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.  

UNESCO Survey on Intercultural Dialogue

A new report, entitled the UNESCO Survey on Intercultural Dialogue 2017, presents the findings of groundbreaking survey developed by the UNESCO Sector for Social and Human Sciences and the UNESCO Institute for Statistics (UIS).

This was the first UNESCO survey on intercultural dialogue conducted among its Member States. It was designed to take stock of the current conceptual understanding, policies, and legislation, as well as available data, resources and main stakeholders in this field.

Strengthening Citizen-Led Assessment Data

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

UIS at the 2018 Pan-African High-Level Conference on Education: Integrating SDG 4 commitments into national education policies

The UIS will be contributing to discussions on helping countries in Africa to collect more and better data on Sustainable Development Goal 4 (SDG 4) during the Pan-African High-Level Conference on Education (PACE 2018), taking place in Nairobi from 25-27 April 2018.

Why We Need Effective Education Management Information Systems

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’.

What we know (and the great deal we don’t) about education and disability

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.