The UIS will be showing the way forward on how to measure equity in education through a series of presentations and panel discussions at the annual conference of the Comparative and International Education Society (CIES), taking place in Mexico City from 25-29 March.
Thousands of education experts will gather at the conference, which will focus on the theme “Re-mapping Global Education”, and explore research and policy dialogue from the global South.
On behalf of the Global Alliance to Monitor Learning (GAML), we need your feedback on two new framework that will pave the way forward to the first global indicators on digital literacy skills and reading.
As part of Sustainable Development Goal (SDG) 4, countries have pledged to “substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship” as part of Target 4.4.
The UN Statistical Commission is meeting in New York this week (6-9 March) to discuss a range of data related to the Sustainable Development Goals (SDG). While the UNESCO Institute for Statistics (UIS) is clearly recognized as the official data source for SDG 4 on education, the Commission will also be reviewing the role of the UIS in helping to monitor progress towards SDG 9 on innovation.
Pour célébrer la Journée internationale des femmes (8 mars), l’ISU publie la dernière édition de l’eAtlas UNESCO des inégalités de genre dans l’éducation.
L’eAtlas fournit un large éventail de données ventilées par sexe produit par l’ISU pour tous les niveaux d’enseignement. Des cartes, des graphiques et des informations générales détaillées mettent en évidence les obstacles persistants que les filles et les femmes doivent surmonter pour faire des études.
International Women’s Day on March 8 is a time for reflection on the successes that women and girls around the world have made in pursuit of gender equality. But as the theme of the day, ‘Press for Progress’, suggests, we must also consider the challenges ahead.
Past progress does not in itself imply a better future – we have to guard against complacency and continue to press forward for change.
In global education, that means all children should be in school, learning, and developing the skills they need to boost incomes and contribute to their communities.
The latest figures on out-of-school-children are sobering, to say the least. According to new data from the UNESCO Institute for Statistics (UIS), progress remains at a standstill. We still have about 263 million – or one out of five – children, adolescents and youth worldwide out of school and this number has barely changed over the past five years.
Les nouvelles statistiques du nombre d’enfants non scolarisés dans le monde révèlent que, malgré les efforts menés pendant des décennies pour scolariser tous les enfants, les progrès sont au point mort. Selon les données de l’Institut de statistique de l’UNESCO (ISU), environ 263 millions d’enfants, d’adolescents et de jeunes dans le monde (un sur cinq) ne sont pas scolarisés – un chiffre qui n’a guère évolué ces cinq dernières années.
With so many threads coming together.. the task now is to weave them into one coherent whole as we push for the best possible data on education to monitor progress towards Sustainable Development Goal 4 (SDG 4). And the Fourth SDG-Education 2030 Steering Committee Meeting in Paris this week is an opportunity to do just that.
Progress is being made in defining SDG 4 indicators
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.